VIRTUALREALITY technology is also called "VR technology", which is virtual reality. It is a technology to realize real-world simulation by using computer-related software and hardware, and it is also one of the technologies widely used in distance education in China after computer network and multimedia technology. In virtual reality technology, through technical simulation, people can have a more immersive experience in the process of distance learning. This kind of "experience" not only allows users to have a deeper understanding of related knowledge, but also allows users to better meet the needs of natural interaction. Therefore, the application and development prospect of virtual reality technology in the field of distance education in China is very broad. According to long-term research, we can know that virtual reality technology has been widely used in medical education, aerospace, sports training and other fields in distance education, and in view of the characteristics of virtual reality technology, its future application fields will only continue to expand. Therefore, it is very necessary to discuss and study the application of virtual reality technology in distance education from the connotation and characteristics of virtual reality technology [1].
1, the connotation and characteristics of virtual reality technology
1. 1 the connotation of virtual reality technology
Virtual reality technology is actually a technology to create virtual reality based on computer technology and network technology. This technology can create a very realistic simulation environment for users. In the simulation environment, users can carry out various advanced perceptual behaviors, and with the support of three-dimensional devices, human-computer interaction can be effectively realized. Therefore, virtual reality technology can also be called "immersive" technology. At present, the three-dimensional devices used in virtual reality technology generally include induction gloves and stereoscopic glasses. These devices can transmit various actions of users in real life to the computer through sensing technology, and the related software in the computer can process these actions, thus transforming them into touch, hearing and vision to provide feedback for users. In this virtual world, users can observe the world from any angle they like, and they can also perceive things that may not be touched in reality from any aspect, which provides greater possibilities and better experiences for distance learning [2].
1.2 characteristics of virtual reality technology
According to long-term research, it is not difficult to find that compared with traditional multimedia technology, virtual reality technology mainly has the following characteristics, namely, interactivity, multi-perception, autonomy and telepresence [3]. In terms of interactivity, users can operate the virtual environment created by virtual reality technology in real time through their natural skills such as body movements, language and even micro-expressions, and such operations can realize the natural interaction between machines and people, even the natural dialogue between participants. Multi-perception enables users to perceive all kinds of environmental information in the virtual environment from the aspects of kinesthetic, auditory, visual and tactile with the support of perception equipment and reaction devices, so as to achieve the purpose of making users feel as if they are in the real world. Autonomy lies in that when the user is in the virtual environment, the related actions of characters in the virtual environment can be independently matched and synchronized with the actions of characters in the real world, so that the authenticity of things in the virtual world can meet the general criteria. Presence means that the user is in an isolated critical state under the action of related equipment (data suit, helmet display, data glove sensor, etc.). In this isolated state, users can make their actions and sounds change with the changes in the real world, and the cooperation between the actions in the real world and the related contents in the virtual environment can make users feel very realistic, as if they were there. The above four characteristics can well distinguish virtual reality technology from ordinary multimedia technology, and at the same time, these four characteristics also lay a solid foundation for users to obtain better educational effects in distance education through virtual reality technology.
2. Research on the application of virtual reality technology in distance education.
2. 1 The application of virtual reality technology in distance education has improved the learning conditions and environment.
In traditional education in China, the learning conditions are generally composed of hardware facilities in the classroom and several times that issued by the school, and the experiments and activity courses of some disciplines are affected by the venue, weather and time. In the traditional distance education in China, the learning conditions are basically determined by the videos provided by teachers in distance education, and the interaction between students and teachers, students and students is restricted by the environment. At the same time, in the traditional distance education in China, it is basically impossible to take courses such as experiment and practice. With the support of virtual reality technology, the disadvantages of traditional education and traditional distance education can be well solved. For example, in the distance teaching of chemistry, if some chemical formulas are taught through experiments, it will give students a more intuitive impression. However, in these experiments, a large part of them are dangerous and will be affected by factors such as venues. If they are carried out in real teaching, they may bring hidden dangers to the safety of students and teachers. With the support of virtual reality technology, these problems no longer exist. Because under the virtual reality technology, students can watch the experiment through helmet-mounted displays, data suits and other equipment, and can convey the phenomena in the experiment to students through the senses such as touch, hearing and vision. These senses are all simulated, so they will not pose a threat to the safety of students and will not be affected by the external environment. At the same time, when using related equipment, students can realize the independent operation of the experiment, which can improve students' participation and experience in distance education. Therefore, students' learning conditions and learning environment have been better improved [4].
2.2 The application of virtual reality technology in distance education has expanded learning resources.
In the traditional distance teaching in China, most of the resources used by students and teachers come from textbooks, and a small part comes from their autonomous learning. With the support of virtual reality technology, the learning and teaching resources of students and teachers can be well expanded. This is because at present, distance education is influenced by network technology and database, and many learning resources can be obtained very quickly through students' independent inquiry. With the support of virtual reality technology, these learning resources can be "alive" in front of students, so that students can not only "know what it is" but also "know why it is" in the learning process.
2.3 The application of virtual reality technology in distance education can enable learners to exercise their skills better.
From the above analysis, we can know that virtual reality technology has four characteristics: interactivity, multi-perception, autonomy and telepresence, so in distance education, learners can use these four characteristics to exercise their related skills. For example, in the process of physics learning, students can use relevant equipment to conduct experiments remotely, which can lay the foundation for students' experimental examinations.
3. Conclusion
The influence of virtual reality technology on distance education is self-evident, and relevant personnel should speed up the research of related technologies so that virtual reality technology can be widely used in distance education as soon as possible.
References:
[1] Qi Chuanwei, Ren. Design and Research of Distance Education Platform Based on Virtual Reality Technology [J]. Journal of Puyang Vocational and Technical College, 2013,26 (2):158-160.
[2] Yang Lifang. Research on the Application of Virtual Reality Technology in Distance Education under the Background of Cloud Computing [J]. Intelligence, 20 15 (20): 17.
[3] Sun Li. Exploration on the Application of Virtual Reality Technology in Distance Education [J]. Times Education, 20 15 (15): 246.
Zhang Xianghua, Dong Xiaoying, Xia Ye, etc. Application of Virtual Reality Technology Based on VRML in Distance Education [J]. Equipment Manufacturing Technology, 2012 (12):194-197.