Strategies for Cultivating Students’ Spatial Imagination in Art Courses of Colleges and Universities Assisted by Virtual Reality Technology

Abstract

With the continuous progress of society and the deepening of the new curriculum reform process, art curriculum education needs to enable students to improve their spatial imagination in a positive emotional experience. This paper promotes the integration of virtual reality technology into art curriculum education with the help of IVLE technology. It is proposed to improve students’ spatial imagination in the art curriculum by applying practice courses, establishing practice environments, and selecting practice objects. The purpose of the virtual reality spatial cognition assessment dataset is to assess students’ spatial imagination. Extract the performance and behavioral characteristics of students, respectively, and use the Lasso regression algorithm to add regularization terms behind the loss function of the linear regression model to reduce the problem of covariance. The model was trained and evaluated through simulation experiments. All the prediction points of the Lasso regression model were within the 95% confidence interval, and the mean value of the difference score was 0.0909, with the maximum of the true value and the predicted value not exceeding 2. Comparing the effects of traditional art course education and immersive art course teaching with VR technology on the enhancement of spatial imagination, from the later stage of the experiment, all the dimension scores of the experimental group’s spatial imagination were higher than those of the control group, and the total scores were higher than the total scores of the control group. The score difference between the control group and the scores is 5.886 points. Virtual reality technology has a greater effect on cultivating students’ spatial imagination.

Keywords

• virtual reality technology
• lasso regression
• spatial imagination
• behavioral characteristics
• ivle technology
• 68t01