TY - CPAPER
KW - Curricula
KW - Design specification
KW - Digital technologies
KW - Embodied interaction
KW - Experiential learning
KW - High demand
KW - Immersive virtual reality
KW - Intangible cultural heritage
KW - Intangible cultural heritages
KW - Learning experiences
KW - Learning systems
KW - Systematic designs
KW - Systematic research
KW - Virtual reality
AU - Y. Ji
AU - S. Zhong
AU - B. Zhang
AU - C. Sean
AB - With the development of digital technology, intangible cultural heritage (ICH) enthusiasts have an increasingly high demand for the learning experience of intangible cultural heritage. The appearance of intangible cultural heritage experience courses meets the demand of intangible cultural heritage enthusiasts for experiential learning to a certain extent, which plays a positive role in promoting the protection and inheritance of intangible cultural heritage. However, there is no systematic research and design specification on how to convey the intangible cultural heritage knowledge and value in experiential courses, which leads to learners  emphasis on the experiential process and lack of cognition of the content of intangible cultural heritage itself. In this research, learners will build personalized knowledge system for intangible cultural heritage based on embodied interaction. Immersive virtual reality will be applied in the classroom as a teaching tool to enable learners to do embodied creation practice. Through practice and qualitative analysis, it has been proved that this method deepens learners  cognition of intangible cultural heritage and learners can complete high-quality artworks.
C2 - ACM Int. Conf. Proc. Ser.
DO - 10.1145/3490355.3490373
LA - English
N1 - Journal Abbreviation: ACM Int. Conf. Proc. Ser.
N2 - With the development of digital technology, intangible cultural heritage (ICH) enthusiasts have an increasingly high demand for the learning experience of intangible cultural heritage. The appearance of intangible cultural heritage experience courses meets the demand of intangible cultural heritage enthusiasts for experiential learning to a certain extent, which plays a positive role in promoting the protection and inheritance of intangible cultural heritage. However, there is no systematic research and design specification on how to convey the intangible cultural heritage knowledge and value in experiential courses, which leads to learners  emphasis on the experiential process and lack of cognition of the content of intangible cultural heritage itself. In this research, learners will build personalized knowledge system for intangible cultural heritage based on embodied interaction. Immersive virtual reality will be applied in the classroom as a teaching tool to enable learners to do embodied creation practice. Through practice and qualitative analysis, it has been proved that this method deepens learners  cognition of intangible cultural heritage and learners can complete high-quality artworks.
PB - Association for Computing Machinery
PY - 2021
SN - 9781450386951 (ISBN)
SP - 133
EP - 138
TI - Constructing Embodied Interaction of Intangible Cultural Heritage Course through Immersive Virtual Reality
UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124703110&doi=10.1145%2f3490355.3490373&partnerID=40&md5=56aaff61a2785ce0ccaba2303f122f9e
ER -