Exploration and Practice of the "Project-Driven + Immersive" Deep Integration Teaching Model: A Case Study of the "Engineering Deformation Monitoring" Course

Authors

  • Xuhui Xie Jiangxi College Of Applied Technology, Ganzhou, 341000, China
  • Xiwen Xu Jiangxi College Of Applied Technology, Ganzhou, 341000, China
  • Guogang Jin Jiangxi College Of Applied Technology, Ganzhou, 341000, China

DOI:

https://doi.org/10.70767/ijetr.v1i2.304

Abstract

With the development of teaching models in the engineering field, traditional teaching methods are increasingly inadequate to meet the practical needs of engineering courses, especially in the "Engineering Deformation Monitoring" course. This paper explores the "Project-Driven + Immersive" deep integration teaching model, which combines project-based learning (PBL) and immersive technologies to enhance students’ practical skills and innovative thinking. The project-driven approach emphasizes task orientation and practicality, helping students address real monitoring problems; immersive technology, using virtual reality (VR) and augmented reality (AR), offers an immersive learning experience that enhances students’ understanding of the monitoring process. Through the deep integration of these two models, students not only improve their ability to combine theory with practice, but also enhance their innovative problem-solving skills in engineering. This paper provides a new teaching model and implementation pathway for engineering discipline education reform.

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Published

2024-10-20

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Section

Articles