A New Discussion on the Three-dimensional Relationship between 3D Digital Teaching Resources, Future Classroom and Smart Learning

3D digital teaching resources play a decisive role in the future classroom construction and the promotion of the development of smart learning. 3D teaching makes teaching wisdom and convenience, makes the classroom lively and interesting, and makes students smile.

This article was authorized by the Journal of Distance Education.

Author: Wang Hongmei, Wang Yunwu, Wu Jian

Summary:

With the innovative development of 3D display technology, applying it to the future classroom has become a very effective auxiliary teaching method. Future learning is carried out in an environment supported by advanced technology, and its learning resources must meet the needs of the learner era. 3D digital teaching resources, such as 3D images and 3D videos, have the characteristics of high stereoscopic reality and strong sense of presence. They not only give viewers an immersive feeling, but also bring unprecedented visual experience to learners. Provides important resource support. 3D digital teaching resources play a decisive role in the construction of future classrooms and the promotion of the development of smart learning. Only on the basis of fully understanding the current status and existing problems of 3D digital teaching resources construction, fully utilize existing key technologies to comprehensively promote 3D digital teaching resources. The construction and application of the future classroom can provide more help for students' learning ability, problem solving ability and even the creation of innovative spirit in the era of smart learning.

Keywords: smart learning; future classroom; 3D technology; 3D digital teaching resources; promotion strategy

I. Introduction

The rapid development of modern information technology not only changes the learning environment of learners, but also changes the learning style of learners. The rich digital teaching resources provide learners with a new learning experience. Smart learning is a new learning paradigm that learners are self-directed, learner-centered, and have a complete learning experience [1]. 3D display technology usually gives people a more realistic, more detailed and more powerful visual experience. Therefore, it is widely used in advertising, film and television, games, industrial design, architectural design, auxiliary teaching, multimedia production and other fields [2]. 3D digital teaching resources based on 3D images, 3D videos and 3D animations are a very effective auxiliary teaching method in the future classroom, which can make learners completely immersed in virtual 3D scenes. Learners have a more realistic and complete learning experience in psychology, and thus have a deeper understanding of what they have learned. Dell said that “the more diverse the media used in teaching, the richer and more solid the concepts are. [3]. The future classrooms supported by different technologies emphasize the visualization of knowledge and focus on learners. Personalized learning, happy learning and efficient learning needs. With the emergence of 3D digital teaching resources, it further enriches the open teaching resources in the future classroom, enhances the diversity and context of resources, helps to inspire learners to actively learn their mindset, and stimulates and maintains learners' motivation. Promote the occurrence of smart learning.

Second, 3D digital teaching resources, the future ternary relationship between classroom and smart learning

Modern education concept pays more attention to the process of learners' exploration of knowledge. With the rapid development of 3D technology, a new teaching resource based on 3D images, 3D video and 3D animation is used in the future classroom teaching environment. Further enriching the form of digital teaching resources creates a variety of conditions for learners' wisdom learning. At present, many scholars at home and abroad have done a lot of research on classrooms, smart learning and classroom applications of 3D images from different perspectives, and it is rare to discuss the relationship between the three. Based on the research of 3D digital teaching resources and smart learning, this study combines the characteristics of people-oriented and experiential learning emphasized in the future classroom to explore the ternary relationship between the three, as shown in Figure 1.

As can be seen from Figure 1, it is the resource construction that can play a decisive role in the ternary relationship, because good resources can promote the learner's interest in learning, and the technology can be fully applied in the future classroom. 3D digital teaching resources refer to the use of 3D cameras, 3D cameras, 3D scanners and other equipment to shoot, scan, edit and create through 3D production software, emerging digital teaching resources presented in 3D TV, 3D projector, holographic projection film and other media. . It is centered on learners and creates a highly immersive and intelligent learning environment that meets the diverse, personalized and intelligent development needs of learners. The future classroom emphasizes the diversity of classroom learning methods, emphasizing the satisfaction of learners' autonomy, personalization and ubiquitous learning needs [4]. The 3D digital teaching resources will abstract and stereoscopically abstract the knowledge content, and focus on the learner. It can build a learning environment that is easy to obtain direct experience, and create a learning situation with a complete experience for the learner, so that the learner can In the process of learning, I have more fun to learn, and can help learners to deepen their understanding and memory of knowledge content.

The famous Swiss educator Festelozzi pointed out that "teaching should first be based on the exact knowledge of everything that is perceived" [5]. As an important teaching resource in the future classroom, 3D digital teaching resources can not only enhance the stimulation of learners' visual and auditory senses, but also enable learners to have a complete learning experience. Teachers use advanced 3D technology to present a variety of stereoscopic and realistic teaching content, making knowledge more visible. By learning knowledge in a three-dimensional scene, students can experience the learning objects in an immersive way, enhancing the students' emotional experience and interest in learning. The 3D digital teaching resources not only meets the people-oriented and comprehensive development of students in the future classroom, but also provides a necessary support for the realization of smart learning as a new form of teaching resources.

Third, the status quo and existing problems of 3D digital teaching resources construction

(1) Current status of 3D digital teaching resources construction

The future classroom represents a way of learning in the future, so we should follow the current state-of-the-art technology and, on the basis of ensuring the above principles, use new and advanced technologies as much as possible [6]. Introduce new 3D display technology into the future classroom, and build rich, high-quality 3D digital teaching resources for learners to choose. This not only satisfies the learner's learning needs, but also provides important support for the flexible learning in the comprehensive learning environment. 3D digital teaching resources can create the most natural and intuitive learning scenarios, provide learners with realistic 3D content, make them immersive learning experience, and promote students' innovation and migration of knowledge.

In foreign countries, many scholars and experts apply 3D technology to teaching, and propose the advantages and potential value of 3D digital teaching resources in education and teaching through a series of construction and implementation. In the experimental study of the Jushi Valley School District and Shelton School in the United States, teachers actively use the 3D teaching resources in the 3D simulation courseware library (Classroom3) to allow students to explore the solar system themselves. In the process of learning, learners actively participate, with the help of image reality, With vivid and easy-to-understand 3D video teaching resources, learners can more easily understand some abstract concepts in mathematics, and the memory is more profound [7]. The 3D teaching technology was introduced in Sheffield Middle School [8]. Teachers generally believe that 3D teaching is the most important and far-reaching attempt. At first, it only uses 3D technology in a classroom to present the content of the students, and also allows teachers to quickly understand how 3D technology can make learning more. Contextual. When watching 3D digital teaching content, the 3D content displayed on the screen makes students full of curiosity and interest, which also cultivates students' ability to question and explore problems. For example, the school uses 3D technology for the teaching of 7th and 8th grade students. When teachers use 3D video to tell students about the battle of World War I, students are very interested in 3D content, which makes learning in the classroom. The atmosphere is more exciting than ever. The Boulder Valley School District is the first to use DLP technology Projectors [9], to wear 3D glasses for students, and to display 3D digital teaching resources using a full set of 3D teaching equipment. The school's relevant education technology leader believes that 3D imaging is about to open a new world of learning, providing the core support for the course. Promoting students' intelligent learning requires high-quality intelligent learning resources as a guarantee, and many teaching experiments have proved that it is very valuable to apply 3D digital teaching resources to the future. This new teaching experience will undoubtedly greatly improve students' learning efficiency. .

In China, the application of 3D technology in classroom teaching has been paid more and more attention, and the construction of 3D digital teaching resources is in the stage of experimental trial exploration. In July 2012, Hareton Leung, a professor at the Hong Kong Polytechnic University, and others tested the advantages of 3D teaching versus 2D teaching and published the test results. At the same time, 16 students who participated in 3D learning can completely retell the course content, while only 17 of the 25 students in 2D class can repeat it. Although previous studies have shown that 3D technology is beneficial for teaching. However, in Hong Kong, there are still some difficulties in the application of 3D to teaching. Many students need to wear two pairs of glasses when watching 3D because of myopia. In addition, the “Green Banbantong” 3D teaching experiment project [11] was implemented in China, and a future classroom dedicated to 3D teaching was constructed. The 3D projector and its related 3D equipment were deployed to present digital teaching resources such as 3D images. To create a realistic and immersive learning environment for students, bringing a rich learning experience to students. Since the New Year's Day in 2012, China's first 3D TV trial channel has begun to air. The 3D channel broadcast program includes sports, anime, specials, variety shows and large-scale live broadcasts, with a stylish and immersive visual experience [12]. On November 1, 2016, Crown Middle School of Weihai City, Shandong Province introduced 3D stereoscopic display technology into the classroom and applied it to the teaching of biology, physics and chemistry to enhance students' interest in learning and improve teaching quality [13]. As shown in Figure 2, students watch 3D video teaching courseware in biology class. In traditional classroom teaching, teachers usually use two-dimensional graphics to explain the concept of three-dimensional space, which is difficult for students to understand visually; and 3D digital teaching resources can stereoscopically display the knowledge content of the explanation, and by showing realistic 3D to students The content, so that it can get an immersive experience, can help students to quickly understand the knowledge, which is of great benefit to improving the classroom teaching effect in the future.

(II) Problems in the construction of 3D digital teaching resources

Future classrooms emphasize how to fully apply advanced technologies and resources to further support teaching activities. The innovative application of 3D display technology and 3D digital teaching resources makes the future classroom teaching activities have more room for development. A series of realistic 3D content stimulates students' interest in learning, cultivates students' sense of innovation and innovation, and can improve the level of education and teaching to a certain extent. However, due to the high cost, large investment and related technical and practical reasons in the process of 3D digital teaching resources construction, 3D digital teaching resources for future classroom teaching are scarce. The process of building 3D digital teaching resources that meet the needs of students' smart learning has a long way to go.

1. The cost of building 3D digital teaching resources is high and difficult.

3D digital teaching resources are more expensive to produce, and 3D images and 3D video production require 3D cameras, shooting aids, 3D editing storage devices and other facilities. First, you need to purchase a large number of professional recording editing equipment and production software. Secondly, the shooting environment is more rigorous and demanding, and the cost and energy of 3D video production far exceeds the traditional video production. Excessive cost makes 3D digital teaching resources lack of interest in the current application of education and teaching.

2, 3D digital teaching resources production talent shortage

3D teaching must strengthen teacher training, create an excellent team of full-time and part-time teachers, and provide a collaborative and iterative design environment and tools for relevant personnel to support the learning process in 3D environment [14]. The purpose of introducing 3D technology into the future classroom is to change the learning environment of learners, and 3D digital teaching resources are not only an indispensable part of the technical environment, but also an important core component of the resource environment. However, the current shortage of professional 3D talents is reflected in four aspects: insufficient total quantity and low quality, unreasonable professional and hierarchical structure, mismatch of knowledge and skills, and professional quality improvement [15]. Cultivating 3D technology development talents and creative teams is the key to building 3D digital teaching resources. In the field of education and teaching, the lack of 3D digital teaching resources is not only because of the high cost and difficulty of its production, but also because of the lack of 3D technology development talents. Compared with the production of traditional digital teaching resources, the design and production of 3D digital teaching resources put forward higher requirements for professionals, shooting equipment, production and editing technology, special effects technology and storage equipment. The talent factor is The key to the process, quality and cost of 3D digital teaching resource development. Due to these technical difficulties, the 3D digital teaching resources are very scarce, which greatly limits the rapid development of 3D digital teaching resources in the future education field.

3, 3D digital teaching resources are scarce

In China, the teaching and application of 3D technology often lags behind other industries such as advertising, film, games, etc., especially the 3D digital teaching resources that meet the learning needs of current teachers and learners are scarce. The development of 3D digital teaching resources requires a lot of time. In addition, you need a professional production team with professional knowledge and sufficient practical experience, and can work together to propose integrated solutions. This series of tasks requires a lot of manpower and energy. Because of the limited conditions for assembling 3D hardware devices in the classroom in the future, it is rare for learners who can experience and enjoy the visual enjoyment and learning advantages brought by 3D digital teaching resources. It can be seen that the development and construction of 3D digital teaching resources cannot be delayed, and this will become a new hot spot for resource construction in the future.

4. The promotion policies and incentive mechanisms for 3D digital teaching resources are weak.

Promoting the application of 3D digital teaching resources in teaching requires the guidance of the government. The Ministry of Education actively mobilizes all departments to pay attention to the 3D learning environment and the construction of 3D resources in the field of education. The government provides certain financial support and encourages schools and companies. Cooperate to produce high-quality works in line with the relevant concepts of education and teaching, and provide teachers with a large number of professional 3D video, courseware and other 3D digital teaching resources to create an inspiring and interesting learning environment for students to make students' creative thinking Self-learning ability has been fully developed.

5, 3D glasses bring some inconvenience to learners

Watching 3D digital teaching resources requires matching with specific glasses, but wearing 3D glasses for a long time is likely to cause visual fatigue, and the comfort of viewing is greatly reduced. Many students need to wear two pairs of glasses and 3D glasses when watching 3D because of myopia. It needs to be disinfected before and after wearing, because it may cause eye diseases. Therefore, there are still some difficulties in applying 3D to teaching.

Fourth, the key technology of 3D digital teaching resources construction

In the era of smart learning, we need to use technology to create digital teaching resources that meet the cognitive characteristics of learners. By building high-quality 3D digital teaching resources through 3D technology, we can provide students with vivid and realistic learning materials, enhance the stimulation of audiovisual senses, and improve the perceived efficiency of learners. To promote students' perceptual memory. However, in order to better apply 3D digital teaching resources to the future education and teaching field, it is necessary to master the key technologies of its construction, understand 3D imaging principles, 3D mainstream display technology, holographic technology, AR/VR technology and future 3D. The development trend of technology draws on the advanced technology produced by foreign 3D digital teaching resources to build high-quality teaching resources that meet the needs of learners' intelligent learning.

(1) Supporting technology for 3D digital teaching resources construction

The application of 3D digital teaching resources to future classrooms requires a certain technical environment support, such as 3D image projectors, 3D glasses, computers, etc. 3D display technology is a technology that uses a series of optical methods to generate parallax between the left and right eyes to receive different images, and then form a 3D stereoscopic effect in the brain (16+. In the construction of 3D digital teaching resources, 3D mainstream display technology, holography Technology and AR/VR technology play a vital role in the construction of the classroom teaching environment in the future. The relevant categories and characteristics of teaching applications are shown in Table 1.

Through the above comparison, we can easily find that in the future education field, several different mainstream technologies for 3D digital teaching resources construction have their own advantages. In the future classroom teaching, students pay more attention to the exploration of knowledge, but also pay attention to students' emotional experience. Whether it is 3D display technology or VR/AR technology, it has a great impact on students' emotional experience, knowledge exploration and practical ability. The impact also provides support for students' smart learning.

(II) Advanced production technology for 3D digital teaching resources construction

1, 3D stereo picture production

For the production of 3D stereoscopic pictures, the author found through the search that there are many web tutorials on 3D image production. The tools for synthesizing 3D red and blue stereoscopic images are mainly Photoshop and i3D Photo. First, use two material photos taken by a normal camera, take the first shot, move the camera horizontally and take another picture, simulate the image material obtained by the left and right eyes, and prepare a pair of red and blue filter stereo glasses. Take the 3D image synthesis software i3D Photo as an example. First, open the software to create a new project. Secondly, select the photos taken and correspond to the right and left eyes respectively, and then press OK, as shown in Figure 3. After completing the above steps, Effect view, if the ghost is large, you can view the above picture and click on the automatic alignment. After finishing the work, you can watch the 3D picture produced by wearing red and blue stereo glasses.

2, 3D video and 3D animation production technology

The production of 3D digital teaching resources is carried out in the corresponding 3D production equipment. The core equipment includes 3D cameras (3D camcorders, dual 3D cameras), 3D editing software, storage devices and some corresponding auxiliary equipment. The 3D and 2D production technologies are very different. The key production technology of 3D is 3D shooting technology and 3D post-production technology. The whole production process is shown in Figure 4 [18]. 3D shooting technology is mainly 3D camera operation technology, dual-machine 3D imaging optical axis control technology, 3D shooting bracket adjustment technology, etc.; later technology is more complex, including 3D synthesis technology, CG technology, virtual implantation technology, animation Flash, Keying technology, blue screen technology, E-Motion motion capture technology (10) View-D conversion technology, stereo effect correction technology, color brightness correction technology, etc. [19].

At present, common 3D video and 3D animation editing software includes Adobe premiere, Ulead COOL 3D, Edius, 3dMax, etc. These softwares are also commonly used in 2D video editing, but as the version is updated, these software have been added. The function of 3D editing provides more platform and help for the construction of 3D digital teaching resources. At present, the 3D shooting team is mostly the original 2D shooting team. The editing of 3D is also in the stage of continuous exploration. Training professional 3D talents and developing advanced 3D digital teaching resources will become the development trend of 3D teaching in the future.

3, 2D to 3D video conversion technology

2D to 3D video technology can make full use of a large number of captured 2D pictures or videos to make 3D video. As mentioned above, due to the high cost of shooting with 3D camera, the difficulty of making 3D video, the long cycle, etc., it is difficult in a short time. Solve the problem of the shortage of 3D digital teaching resources. Therefore, in recent years, many scholars have carried out a series of research on various key technologies in 2D to 3D video. At present, there are two main types of 2D to 3D technology: model-based conversion method (MBC) and image-based conversion method (IBC). [20]. In the future, with the continuous exploration of people, it is necessary to increase research efforts in the 3D to 3D technology as the main representative of stereoscopic video production technology, gradually improve the use of ordinary 2D video to 3D video technology, and further promote the overall development of the 3D industry. So that learners can enjoy the charm brought by 3D in the field of education and teaching.

5. Promotion strategy for the construction of 3D digital teaching resources

In the era of smart learning, we advocate the use of appropriate technologies, resources, environments and methods, and scientifically select knowledgeable and practical content for effective learning, efficient learning, innovative learning, and creative learning. The 3D digital teaching resources integrate the comprehensive experience of visual and auditory, which can effectively construct a learning environment that is easy to obtain direct experience, so that learners can have an immersive feeling and actively participate in the process of experiential learning. It provides the necessary support for the realization of smart learning, and also provides a wealth of teaching resources for the future classroom. The construction of 3D digital education resources involves a relatively wide range, a long development cycle, and large capital investment. According to the current research and theoretical basis, aiming at the status quo and problem appeal of 3D digital teaching resources construction, making full use of the existing key technologies, targeted strategies for solving the difficult problems of resource construction, and comprehensively promoting the construction of 3D digital teaching resources It is of great significance to the cultivation of students' learning ability and problem awareness and even the creation of innovative spirit.

(1) Strengthening the support for the basic theoretical research on the construction of 3D digital teaching resources

Teaching resources are favorable conditions for the development of various teaching activities. The quality of teaching resources is also directly related to the quality of teaching. 3D digital teaching resources are unique in the integration of information age and 3D technology, namely, the three-dimensional, digital and network resources. The construction of 3D digital teaching resources is in line with the requirements put forward by the future classrooms, that is, the learner is the center, emphasizing the visualization of knowledge, and meeting the diversified and personalized development needs of learners. In foreign countries, related projects have been launched for 3D resource construction, such as the typical “Future Education and Learning (LIFE)” project, which conducts research on teachers and students in 7 European countries to obtain 3D teaching and student concentration. And the impact of academic performance [21]. However, in China, the relevant basic theoretical research on the construction of 3D digital teaching resources is weak, and it should be guided by national projects to increase support for theoretical basic research. 3D digital teaching resources can build a three-dimensional realistic learning environment, which not only makes up for the shortcomings of previous teaching situations, but also promotes the construction, maintenance and application of knowledge and skills by learners. Applying 3D resources to future classrooms is somewhat pioneering and forward-looking. Therefore, it is urgent to strengthen the basic theoretical research on the construction of 3D digital teaching resources, so that under the support of the theory, we can make full use of advanced 3D production technology and conversion technology to design and develop 3D digital teaching resources, and build high-quality 3D resources for learning. Create real learning situations, stimulate learners' interest in learning, and help learners better understand and internalize learning content.

(II) Strengthening the construction of 3D technology development talent team and enhancing the application and service capabilities of 3D resources

The emergence of new technologies such as 3D movies, 3D photography, 3D printing, and 3D virtual world has rapidly changed people's lifestyles. 3D vision is a current development trend. In the future education and teaching field, the development and application of 3D technology and its resources will have great potential. Only by cultivating 3D technology development talents and creating high-quality 3D digital teaching resources can we meet the development needs of future smart learning. In the process of 3D digital teaching resources construction, it is the key to cultivate 3D technology development talents and creative teams. The talent team is the specific bearer and organizer of 3D digital education resources construction. It is related to whether 3D digital teaching resources can be truly served. In education. Especially in the environment where 3D digital resources are scarce, it is necessary to strengthen the construction of talent team, train teams that can master the key technologies of 3D digital resources construction, overcome the technical problems of production, and enhance the application and service of 3D digital teaching resources in the future classroom. ability.

(3) Accelerate the construction of a 3D learning environment to meet the learner-centered wisdom learning needs

H. Otto Dahlke believes that “teaching activities are carried out in a certain physical environment that limits and regulates the possibilities of student learning and development in some very important aspects. Set up, then the performances to be carried out on this stage have been partially determined [22]. Accelerate the construction of 3D learning environment, and put some difficult concepts or complex and difficult to touch experiments or scenes through 3D display, It can make students better integrate into the learning situation, so that students can more perceive the knowledge content taught. The 3D learning environment should provide high-quality 3D teaching equipment for learners by purchasing and installing 3D teaching equipment such as 3D projection, 3D TV, 3D glasses, VR/AR technology and holographic technology related equipment, creating a new type of learning equipment. A highly immersive learning environment. At present, 3D teaching has been carried out in many countries abroad. For example, more than 1,400 schools in India have used 3D technology to teach. In China, some schools also build 3D learning environments, and 3D digital resources are gradually entering the learning life of learners, such as the 3D classrooms of Lanzhou Sizhong Jisheng Photoelectric, digital projection system and other three-dimensional models, and Huzhou Vocational and Technical College. The 3D visual simulation digital learning platform [23] not only provides learners with a new experiential learning environment, but also satisfies the characteristics of interaction and participation emphasized in the future classroom, and stimulates the initiative of learners. .

The ultimate goal of 3D digital teaching resource construction is to promote the learner's smart learning. Therefore, whether to meet the learner's smart learning needs is the key to judging the quality of resources. Create 3D learning situations for learners and present high-quality 3D digital teaching resources according to the needs of teaching and learners, create more interesting and inspiring classrooms, provide personalized and unique learning experiences, and increase learner participation. It can also effectively stimulate learners' interest in learning and motivation. It enables learners to better integrate into the learning context to explore knowledge and build a lasting enthusiasm for learning. At the same time, it can expand the technical vision and experience of learners and further help them to surpass the innovation of the existing foundation in the future.

(4) Accelerate the popularization and promotion of 3D digital teaching resources in the future classroom application

3D technology provides a three-dimensional realistic learning resource for education and teaching. It can create a real situation in the learning process, making the teaching content very attractive to learners. Learners can internalize knowledge through experience and perception. The contextual and realistic nature of 3D resources helps to stimulate and sustain students' learning motivation. In the process of learning, they can experience more learning fun and further promote the students' physical and mental brains to participate in the learning process. 3D digital teaching resources have a significant impact on the education field to a certain extent.

At present, there are certain difficulties and obstacles in the application of domestic 3D digital teaching resources in education. 3D products are expensive, and the initial input costs are large. The hardware mainly includes 3D projectors, 3D cameras, 3D TVs, etc. The subsequent maintenance and management costs are relatively high. In addition, 3D digital teaching resources are scarce, software development and production techniques are difficult, and ordinary schools are more difficult to bear. Therefore, the promotion and popularization of 3D digital teaching resources in the future classroom still faces more difficulties. Wang Long [24] pointed out that taking the government as the main body and taking the policy as the driving force is the basis for guaranteeing the resources construction of China's education system. The construction and popularization of 3D digital teaching resources is a complex system engineering. To vigorously build and promote high-quality 3D digital teaching resources, we must promote the participation of multiple forces, including government, schools, enterprises, and social media. As the main source of funding for China's resource development, the government should act as a planner, organizer and disseminator of resource construction. The school is the main force under the guidance of the government to participate in the construction of 3D digital teaching resources. The school takes the construction of hardware and 3D digital learning environment as the first, and relies on the government's resource construction project to promote the application of 3D digital teaching resources in teaching. Teachers and students provide a large number of professional 3D digital teaching resources to create an inspiring and interesting learning environment for students, so that students' creative thinking and independent learning ability can be fully developed.

Conclusion

The future classroom emphasizes the individual needs of the learners. The 3D digital teaching resources provide the learners with three-dimensional, realistic and intuitive learning content, which not only allows the viewer to have an immersive feeling, but also gives the learner an unprecedented visual experience, and makes the students High participation in the learning process helps to inspire students' innovative thinking. However, in the process of building 3D digital teaching resources, how to overcome the practical problems of high production cost and difficulty? How to cultivate a large number of talents who are skilled in 3D technology, holographic technology and VR/AR technology? How to make relevant policies and incentives More and more schools are building a 3D digital learning environment and promoting the application of 3D digital teaching resources in future teaching. Issues are still the focus of our attention. In addition, the naked-eye 3D teaching resources will be a mainstream trend. Applying it to education has great advantages. It should increase the application of naked-eye 3D technology in teaching, and apply the naked-eye 3D teaching resources to education and teaching. In practice, it is expected to provide more support for improving the level of education and teaching and achieving smart learning.

About the author: Wang Hongmei, a master's degree student in the School of Wisdom Education, Jiangsu Normal University, research direction: construction of digital resources, teaching micro-video; Wang Yunwu, associate professor of the School of Wisdom Education, Jiangsu Normal University, master's tutor, Ph.D., research direction: smart learning environment, Education information development planning, etc.; Wu Jian, a master's degree student in the School of Wisdom Education, Jiangsu Normal University, research direction: digital in-depth reading.

Reprinted from: Journal of Distance Education, 2017, Issue 2, Vol. 35, No. 239

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