WO2023231989A1 - 线上课堂的教学互动方法、装置、设备及介质 - Google Patents

线上课堂的教学互动方法、装置、设备及介质 Download PDF

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Publication number
WO2023231989A1
WO2023231989A1 PCT/CN2023/096923 CN2023096923W WO2023231989A1 WO 2023231989 A1 WO2023231989 A1 WO 2023231989A1 CN 2023096923 W CN2023096923 W CN 2023096923W WO 2023231989 A1 WO2023231989 A1 WO 2023231989A1
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WIPO (PCT)
Prior art keywords
classroom
area
display
prompt
dimensional virtual
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PCT/CN2023/096923
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English (en)
French (fr)
Inventor
韩丽红
张春鹏
刘清华
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北京新唐思创教育科技有限公司
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Publication of WO2023231989A1 publication Critical patent/WO2023231989A1/zh

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Classifications

    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06F—ELECTRIC DIGITAL DATA PROCESSING
    • G06F9/00—Arrangements for program control, e.g. control units
    • G06F9/06—Arrangements for program control, e.g. control units using stored programs, i.e. using an internal store of processing equipment to receive or retain programs
    • G06F9/44—Arrangements for executing specific programs
    • G06F9/451—Execution arrangements for user interfaces
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06F—ELECTRIC DIGITAL DATA PROCESSING
    • G06F3/00—Input arrangements for transferring data to be processed into a form capable of being handled by the computer; Output arrangements for transferring data from processing unit to output unit, e.g. interface arrangements
    • G06F3/01—Input arrangements or combined input and output arrangements for interaction between user and computer
    • G06F3/011—Arrangements for interaction with the human body, e.g. for user immersion in virtual reality
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q50/00—Information and communication technology [ICT] specially adapted for implementation of business processes of specific business sectors, e.g. utilities or tourism
    • G06Q50/10—Services
    • G06Q50/20—Education
    • G06Q50/205—Education administration or guidance
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/02—Electrically-operated educational appliances with visual presentation of the material to be studied, e.g. using film strip
    • Y—GENERAL TAGGING OF NEW TECHNOLOGICAL DEVELOPMENTS; GENERAL TAGGING OF CROSS-SECTIONAL TECHNOLOGIES SPANNING OVER SEVERAL SECTIONS OF THE IPC; TECHNICAL SUBJECTS COVERED BY FORMER USPC CROSS-REFERENCE ART COLLECTIONS [XRACs] AND DIGESTS
    • Y02—TECHNOLOGIES OR APPLICATIONS FOR MITIGATION OR ADAPTATION AGAINST CLIMATE CHANGE
    • Y02P—CLIMATE CHANGE MITIGATION TECHNOLOGIES IN THE PRODUCTION OR PROCESSING OF GOODS
    • Y02P90/00—Enabling technologies with a potential contribution to greenhouse gas [GHG] emissions mitigation
    • Y02P90/02—Total factory control, e.g. smart factories, flexible manufacturing systems [FMS] or integrated manufacturing systems [IMS]

Definitions

  • the present disclosure relates to the field of intelligent education technology, and in particular, to an online classroom teaching interaction method, device, equipment and medium.
  • fully-realistic 3D scenes are mostly used in games, offices, shopping, etc., allowing users to no longer be bound by time and space. They can immerse themselves in 3D scenes to experience, explore, and interact with online friends, breaking the barrier of the screen. . It is considered that fully realistic 3D scenes can be applied to online classes. However, if fully realistic 3D scenes are directly applied to online classes with reference to existing applications such as games and offices, then most interactions will be individual exploration or group cooperation. The interaction is essentially the same as the existing independent learning classroom, which is not conducive to student learning, and the teaching interaction effect in the virtual scene is poor.
  • the present disclosure provides an online classroom teaching interaction method, device, equipment and medium.
  • an online classroom teaching interaction method including:
  • a classroom interface is provided through the terminal device; the classroom interface includes: a three-dimensional virtual classroom scene;
  • Teaching interaction is performed in the three-dimensional virtual classroom scene based on the display area.
  • an online classroom teaching interaction device including:
  • An interface providing module is used to provide a classroom interface through a terminal device; the classroom interface includes: a three-dimensional virtual classroom scene;
  • An area display module is used to display multiple display areas with different functions on the classroom interface
  • Teaching interaction module used for teaching in the three-dimensional virtual classroom scene based on the display area interactive.
  • an electronic device including: a processor; and a memory storing a program, wherein the program includes instructions that when executed by the processor cause The processor executes the teaching interaction method according to the above-mentioned online classroom.
  • a non-transitory computer-readable storage medium storing computer instructions, the computer instructions being used to cause the computer to execute a teaching interaction method according to an online classroom.
  • the present disclosure relates to an online classroom teaching interaction method, device, equipment and medium.
  • the method includes: providing a classroom interface through a terminal device; the classroom interface includes: a three-dimensional virtual classroom scene; and displaying multiple displays with different functions on the classroom interface. Area; conduct teaching interaction in a three-dimensional virtual classroom scene based on the display area.
  • This disclosure can increase users' sense of participation and immersion in online classes and improve teaching interaction effects.
  • Figure 1 is a flow chart of an online classroom teaching interaction method provided by an embodiment of the present disclosure
  • Figure 2 is a schematic diagram of the display area of the classroom interface provided by an embodiment of the present disclosure
  • Figure 3 is a schematic diagram of an on-site interaction area provided by an embodiment of the present disclosure.
  • Figure 4 is a structural block diagram of an interactive teaching device for online classes provided by an embodiment of the present disclosure
  • FIG. 5 is a schematic structural diagram of an electronic device provided by an embodiment of the present disclosure.
  • the term “include” and its variations are open-ended, ie, “including but not limited to.”
  • the term “based on” means “based at least in part on.”
  • the term “one embodiment” means “at least one embodiment”; the term “another embodiment” means “at least one additional embodiment”; and the term “some embodiments” means “at least some embodiments”.
  • Relevant definitions of other terms will be given in the description below. It should be noted that concepts such as “first” and “second” mentioned in this disclosure are only used to distinguish different devices, modules or units, and are not used to limit the order of functions performed by these devices, modules or units. Or interdependence.
  • Disadvantage 1 Most interactions will be individual exploration or group cooperation, which is different from existing The independent learning classrooms are essentially the same, which is not conducive to student learning, and the teaching interaction effect in the virtual scene is poor.
  • Disadvantage 2 If the classroom in a fully realistic 3D scene only allows students to freely explore or complete tasks, it will be difficult for students to follow the teacher's pace for systematic knowledge learning, resulting in reduced learning efficiency and insufficient knowledge acquisition; it will be difficult for teachers to maintain classroom order. The control and maintenance of the system cannot effectively explain, impart and guide knowledge.
  • Disadvantage three is that if teaching is only based on full-scale 3D scenes, students cannot see the teacher in the real world and lack the sense of trust and ritual of traditional classrooms.
  • embodiments of the present disclosure provide teaching interaction methods, devices, equipment and media for online classes. To facilitate understanding, the embodiments of the present disclosure are described below.
  • Figure 1 is a flow chart of an online classroom teaching interaction method provided by an embodiment of the present disclosure. The method includes the following steps:
  • Step S102 Provide a classroom interface through the terminal device; the classroom interface includes: a three-dimensional virtual classroom scene.
  • terminal devices such as mobile phones, tablets, and computers can be used to
  • the interface displays a classroom interface in a 3D scene.
  • the classroom interface includes, for example, a three-dimensional virtual classroom scene and a virtual character located in the three-dimensional virtual classroom scene.
  • the three-dimensional virtual classroom scene is a fully realized 3D scene formed by running an online classroom; in order to increase the interest and richness of the course, courses in different subjects or courses in different units of the same subject have different corresponding three-dimensional virtual classroom scenes.
  • Virtual characters are used to represent teachers and students.
  • the above classroom interface can be obtained from the server, and the terminal device can obtain the classroom interface from the server for display when needed.
  • Step S104 Display multiple display areas with different functions on the classroom interface.
  • this embodiment can divide and display multiple display areas with different functions on the classroom interface.
  • the display area can include: joystick area, action operation area, course customization area, video area, chat area, prompt area and other areas with different functions. Each display area will be expanded below. A detailed description.
  • the layer of the display area is above the layer of the three-dimensional virtual classroom scene and is an area with visual indication.
  • it may be an area with a bounding box, filled with color, or with predetermined transparency.
  • the display area with visual indicators allows users to quickly locate the area and reduces the difficulty of user operation.
  • Step S106 Conduct teaching interaction in the three-dimensional virtual classroom scene based on the display area.
  • the display area may include elements such as operating controls, text, and images, so that teaching interaction can be performed in the three-dimensional virtual classroom scene through the operating controls, text, images, and other elements in the display area.
  • the virtual character can be controlled through touch operations such as sliding, clicking, and inputting to perform teaching interaction in the three-dimensional virtual classroom scene.
  • teaching interactive content such as video streams, chat information, course information, etc. can be obtained in real time, and the teaching interactive content can be displayed in the display area through text, images, etc., and combined with the three-dimensional virtual classroom scene to achieve a sense of immersion and presence. Teaching interaction.
  • the online classroom teaching interaction method provided by the embodiment of the present disclosure includes: providing a classroom interface through a terminal device; the classroom interface includes: a three-dimensional virtual classroom scene; displaying multiple display areas with different functions on the classroom interface; based on the display area in the three-dimensional Teaching interaction in virtual classroom scenes.
  • This embodiment uses the three-dimensional virtual classroom scene on the classroom interface to create a classroom atmosphere with a sense of reality and presence in space, increasing the user's sense of participation; teaching interaction can be carried out in the three-dimensional virtual classroom scene through the display area, and Different functions of different display areas can achieve different teaching interactions, making the teaching interaction effect richer. Diverse. Therefore, this technical solution provides online classroom teaching interaction based on the three-dimensional virtual classroom scene and display area, which can increase the user's sense of participation and immersion, and improve the teaching interaction effect.
  • the embodiment of the present disclosure describes in detail the teaching interaction method of the online classroom.
  • the display area in this embodiment can be divided according to functions into display areas corresponding to three functions: general function, course customization function and interactive function.
  • the general function can provide common classroom learning functions for all courses, which is suitable for students to move freely in the three-dimensional virtual classroom scene to explore and learn.
  • the course customization function can personalize functions or information according to different teaching content, so that teachers and students can better achieve course learning goals.
  • the interactive function can release teaching interactive tasks according to teaching needs. It is generally suitable for teachers to release teaching interactive tasks so that students can participate and learn at the teacher's pace.
  • the display area corresponding to the general function can include: joystick area, action operation area, classroom function operation area, video area, chat information area, prompt area, and interactive operation area.
  • the display area in this embodiment includes: a rocker area. Accordingly, teaching interaction in the three-dimensional virtual classroom scene based on the display area may include: responding to the first operation signal for the joystick area, obtaining the movement direction corresponding to the first operation signal; controlling the virtual character located in the three-dimensional virtual classroom scene Move along the moving direction; when the touch point of the first operation signal disappears, the virtual character is controlled to stop moving.
  • the joystick area includes a joystick control; according to the first operation signal acting on the joystick control received by the joystick area, the movement direction corresponding to the first operation information is obtained; and the virtual character is controlled to move in Move along the moving direction in the three-dimensional virtual classroom scene; until the user performs operations such as lifting the finger, stylus, or releasing the mouse, the touch point detecting the first operation signal disappears, and the virtual character is controlled to stop moving.
  • the virtual character can be controlled to move freely in the three-dimensional virtual classroom scene through the joystick area.
  • the method provided by this embodiment may also include: the teacher's terminal device sends a restricted use instruction for the joystick area to the student's terminal device, and the student's terminal device sets the joystick area according to the restricted use instruction. In order to prohibit operation, it cannot respond to the first operation signal for the joystick area. In this case, the teacher can perform functional control on the joystick area according to the teaching needs, thereby restricting students' activities to achieve the purpose of knowledge explanation.
  • the display area in this embodiment includes: an action operation area; accordingly, teaching interaction in a three-dimensional virtual classroom scene based on the display area may include: responding to the third operation signal acting in the action operation area, obtaining the corresponding response of the third operation signal target action; control the virtual character located in the three-dimensional virtual classroom scene to perform the target action.
  • the action operation area includes at least one action control, such as executing jump, Action controls for running and other actions.
  • the target action corresponding to the action control acted on by the second operation information is obtained; and the virtual character is controlled to perform the target action in the three-dimensional virtual classroom scene.
  • the action operation area provided by this embodiment can display more action controls related to the actions of teachers and students based on course design and interaction, increasing the richness of the online classroom.
  • the display area in this embodiment includes: a classroom function operation area; the classroom function operation area is used to provide basic classroom functions common to all classrooms, such as following the teacher, chatting, asking questions, answering questions, and many other functions.
  • Each classroom function Configured with functional controls.
  • the teaching interaction based on the classroom function operation area includes, for example: responding to the operation of the target function control in the classroom function operation area and entering the function corresponding to the target function control.
  • the priority of the classroom function can be a pre-configured initial priority, or it can be a target priority after the user adjusts the initial priority according to actual needs.
  • the classroom function operation area is also equipped with a function entrance for folding or hiding classroom functions with lower priority.
  • This embodiment provides universal classroom functions through the classroom function operation area, reducing repetitive work when configuring functional areas for different classrooms; and providing classroom functions through the classroom function operation area, meeting the basic interaction needs between teachers and students. .
  • the display area in this embodiment includes: video area.
  • the video area is used to display the audio and video streams of teachers in the real world during live classes or recorded classes, so that students can see the behaviors and status of teachers in the real world in a three-dimensional virtual classroom scene, making up for the trust and lack of trust in traditional classrooms. A sense of ritual. In an online class without a teacher, the teacher's video stream information can be hidden.
  • the display area in this embodiment includes: chat information area.
  • the chat information area is used to display messages and system notifications sent between students and teachers in real time.
  • the display area in this embodiment includes: a prompt area.
  • the display area includes: multiple prompt areas with different prompt intensity levels. Displaying multiple display areas with different functions on the classroom interface may include: displaying each prompt area in different positions of the classroom interface according to different prompt intensity levels corresponding to the multiple prompt areas.
  • the prompt area includes a first prompt area and a second prompt area, and the prompt intensity level of the first prompt area is lower than the prompt intensity level of the second prompt area; thus, the first prompt area with a lower prompt intensity level is set In the upper area at the edge of the classroom interface, there will be a prompt with a higher intensity level.
  • the second prompt area is set in the middle area in the center of the classroom interface.
  • the method of teaching interaction in the three-dimensional virtual classroom scene based on the above display area can be as follows.
  • the prompt information includes: prompt information fed back when performing operations on any display area and prompt information generated during teaching interaction;
  • the target display area for displaying the prompt information from multiple prompt areas According to the preset correspondence between the prompt area and the prompt intensity level, determine the target display area for displaying the prompt information from multiple prompt areas;
  • prompt information is displayed in the target display area according to the preset trigger conditions and/or display time.
  • the first prompt area is used to display permanent prompt information and lightweight toast prompt information, and toast is a simple message prompt box.
  • Toast prompt information is generally the prompt information with the lowest prompt intensity level, such as success, warning, error and other feedback information when performing operations on the display area.
  • the resident prompt information is generally a prompt information with a medium prompt intensity level; when the resident prompt information appears, the resident prompt information stays in the first prompt area until it disappears after meeting the preset trigger conditions.
  • the trigger condition is such as the user turning off the permanent prompt information.
  • the resident prompt information and the resident prompt information indicate that the teaching interactive tasks have been completed, etc.
  • This embodiment uses the first prompt area at the edge to display prompt information with a lower prompt intensity level to avoid interrupting the user's behavior.
  • the second prompt area is used to display prompt information with a higher prompt intensity level, such as homework prompt information issued by the teacher during the teaching interaction process that requires students to pay special attention, interaction start prompt information, and motivation prompt information.
  • the prompt information can be displayed in the second prompt area until the preset display time (such as 3 seconds) is reached to cancel the display of the prompt information.
  • This embodiment uses the third prompt area at the center to display prompt information with a higher prompt intensity level to attract the user's attention and avoid missing important information.
  • the display area in this embodiment includes: an interactive operation area; multiple display areas with different functions displayed on the classroom interface, including: when the virtual character located in the three-dimensional virtual classroom scene moves to a preset key position, on the classroom interface
  • the interactive operation area is displayed above.
  • the interactive operation area may include interactive buttons, such as buttons to receive gifts, buttons to view learning tasks, etc.
  • teaching interaction in the three-dimensional virtual classroom scene based on the display area may be: responding to the second operation signal for the interactive button in the interactive operation area, obtaining the interaction information corresponding to the second operation signal; in the three-dimensional virtual classroom scene Execute interactive information.
  • This embodiment uses an interactive operation area to enable users to interact with objects or other people's virtual characters in a three-dimensional virtual classroom scene, thereby completing learning. The purpose of learning and experience.
  • This embodiment provides a display area for course customization functions, that is, a course customization area.
  • teaching interaction in a three-dimensional virtual classroom scene based on the course customization area may include: responding to the fourth operation signal acting in the course customization area, obtaining the target classroom function corresponding to the fourth operation signal; Interact with teacher terminals and/or student terminals in classroom scenarios.
  • the third operation information is used for personalized customization and target classroom functions that are targeted to the course.
  • geography courses as an example, compared with other courses, geography courses often need to display map information. Therefore, the map display function can be obtained according to the fourth operation signal to upload and display map information in the course customization area.
  • the oxygen content and task content can be displayed on the course customization area according to the fourth operation signal, and in the solar eclipse chapter, the solar eclipse observation map can be displayed on the course customization area.
  • this embodiment can satisfy the differences of different courses and carry out personalized customization of classroom functions.
  • This embodiment provides a display area for interactive functions, that is, an on-site interactive area.
  • the teacher's terminal device sends an on-the-spot interaction request to the student-side terminal device, and the student-side terminal device displays the on-the-spot interaction area on the display area according to the on-the-spot interaction request.
  • the on-site interaction request is a voice interaction request
  • the on-site interaction area may include a microphone button, and voice information may be collected and sent by operating the microphone button.
  • the on-site interaction request is an interaction request for knowledge explanation
  • the on-site interaction area can display the knowledge explanation information carried in the on-site interaction request, such as the explanation content of ancient poetry in the form of pictures and texts.
  • the on-site interactive area that displays knowledge explanation information can cover some other display areas of the classroom interface, as shown in the example in Figure 3.
  • this embodiment can also display the interaction prompt information in the second prompt area of the student end, highlighting the visual effect and causing the students to focus on the current on-the-spot interaction request.
  • This embodiment uses the on-the-spot interaction area to enable teachers to flexibly issue a variety of on-the-spot interaction requests based on real teaching progress and teaching needs, so that students can participate and stimulate students' classroom participation and learning enthusiasm. At the same time, teachers can Students’ interaction situation to understand students’ learning situation in order to timely Adjust the teaching pace and content from time to time.
  • the online classroom teaching interaction method uses the three-dimensional virtual classroom scene on the classroom interface to create a classroom atmosphere with a sense of reality and presence in space, increasing the user's sense of participation.
  • Teaching interactions are carried out in three-dimensional virtual classroom scenes through display areas with different functions to meet different teaching scenarios and diverse learning needs. It can increase the user's sense of participation and immersion, and improve the effect of teaching interaction.
  • the online classroom teaching interaction device 400 includes the following modules:
  • the interface providing module 402 is used to provide a classroom interface through a terminal device; the classroom interface includes: a three-dimensional virtual classroom scene;
  • the area display module 404 is used to display multiple display areas with different functions on the classroom interface
  • the teaching interaction module 406 is used for teaching interaction in the three-dimensional virtual classroom scene based on the display area.
  • the above-mentioned display area includes: a rocker area; the teaching interaction module 406 is specifically used for:
  • the above-mentioned display area includes: an interactive operation area; the area display module 404 is specifically used to: when the virtual character located in the three-dimensional virtual classroom scene moves to a preset key position, display the interactive operation area on the classroom interface ;
  • the teaching interaction module 406 is specifically configured to: respond to the second operation signal for the interactive button in the interactive operation area, obtain the interactive information corresponding to the second operation signal; and execute the interactive information in the three-dimensional virtual classroom scene.
  • the above-mentioned display area includes: an action operation area; the teaching interaction module 406 is specifically configured to: respond to the third operation signal acting in the action operation area, obtain the target action corresponding to the third operation signal; control the target action located in the three-dimensional virtual The virtual character in the classroom scene performs the target action.
  • the above-mentioned display area includes: a classroom function operation area; the online classroom teaching interaction device 400 also includes a priority acquisition module, which is used to: obtain the priorities of multiple classroom functions in the classroom function operation area; according to The priority is to present at least one classroom function in the classroom function operation area.
  • a priority acquisition module which is used to: obtain the priorities of multiple classroom functions in the classroom function operation area; according to The priority is to present at least one classroom function in the classroom function operation area.
  • the above-mentioned display area includes: a course customization area; the teaching interaction module 406 has The object is used for: responding to the fourth operation signal acting in the course customization area, obtaining the target classroom function corresponding to the fourth operation signal; and interacting with the teacher terminal and/or student terminal in the three-dimensional virtual classroom scene according to the target classroom function.
  • the above-mentioned display area includes: multiple prompt areas; the area display module 404 is specifically used to: display each prompt area in different positions of the classroom interface according to different prompt intensity levels corresponding to the multiple prompt areas;
  • the teaching interaction module 406 is specifically used to: receive prompt information carrying prompt intensity levels.
  • the prompt information includes: prompt information fed back when performing operations on any display area and prompt information generated during the teaching interaction process; according to the prompt area and prompt intensity level According to the preset corresponding relationship between multiple prompt areas, the target display area for displaying prompt information is determined from multiple prompt areas; in the three-dimensional virtual classroom scene, the prompt information is displayed in the target display area according to the preset trigger conditions and/or display time. .
  • Exemplary embodiments of the present disclosure also provide an electronic device, including: at least one processor; and a memory communicatively connected to the at least one processor.
  • the memory stores a computer program that can be executed by the at least one processor, and when executed by the at least one processor, the computer program is used to cause the electronic device to execute:
  • a classroom interface is provided through the terminal device; the classroom interface includes: a three-dimensional virtual classroom scene; multiple display areas with different functions are displayed on the classroom interface; and teaching interaction is performed in the three-dimensional virtual classroom scene based on the display area.
  • the above-mentioned display area includes: a joystick area; performing teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a first operation signal for the joystick area, obtaining the movement corresponding to the first operation signal. direction; control the virtual character located in the three-dimensional virtual classroom scene to move along the moving direction; when the touch point of the first operation signal disappears, control the virtual character to stop moving.
  • the above-mentioned display area includes: an interactive operation area; displaying multiple display areas with different functions on the classroom interface, including: when the virtual character located in the three-dimensional virtual classroom scene moves to a preset key position, The interactive operation area is displayed on the classroom interface;
  • Teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a second operation signal for an interaction button in the interactive operation area, obtaining interactive information corresponding to the second operation signal; and executing the interactive information in the three-dimensional virtual classroom scene.
  • the above-mentioned display area includes: an action operation area; performing teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a third operation signal acting in the action operation area, obtaining the corresponding information of the third operation signal.
  • Target action control the virtual character located in the three-dimensional virtual classroom scene to perform the target action.
  • the above-mentioned display area includes: a classroom function operation area; when the computer program is executed by the at least one processor, it is also used to cause the electronic device to perform: obtain multiple classrooms in the classroom function operation area.
  • the priority of the function display at least one classroom function in the classroom function operation area according to the priority.
  • the above-mentioned display area includes: a course customization area; performing teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a fourth operation signal acting in the course customization area, obtaining the information corresponding to the fourth operation signal.
  • Target classroom function interact with the teacher terminal and/or student terminal in the three-dimensional virtual classroom scene according to the target classroom function.
  • the above-mentioned display area includes: multiple prompt areas; displaying multiple display areas with different functions on the classroom interface, including: displaying multiple display areas at different locations on the classroom interface according to different prompt intensity levels corresponding to the multiple prompt areas. Display each prompt area separately;
  • Teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: receiving prompt information carrying prompt intensity levels.
  • the prompt information includes: prompt information fed back when operating on any display area and prompt information generated during the teaching interaction process;
  • the target display area for displaying the prompt information is determined from multiple prompt areas; in the three-dimensional virtual classroom scene, according to the preset trigger conditions and/or display time, in Prompt information is displayed in the target display area.
  • a classroom interface is provided through the terminal device; the classroom interface includes: a three-dimensional virtual classroom scene; multiple display areas with different functions are displayed on the classroom interface; and teaching interaction is performed in the three-dimensional virtual classroom scene based on the display area.
  • the above-mentioned display area includes: a joystick area; performing teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a first operation signal for the joystick area, obtaining the movement corresponding to the first operation signal. direction; control the virtual character located in the three-dimensional virtual classroom scene to move along the moving direction; when the touch point of the first operation signal disappears, control the virtual character to stop moving.
  • the above-mentioned display area includes: an interactive operation area; displaying multiple display areas with different functions on the classroom interface, including: when the virtual character located in the three-dimensional virtual classroom scene moves to the preset When the key position is set, the interactive operation area is displayed on the classroom interface;
  • Teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a second operation signal for an interaction button in the interactive operation area, obtaining interactive information corresponding to the second operation signal; and executing the interactive information in the three-dimensional virtual classroom scene.
  • the above-mentioned display area includes: an action operation area; performing teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a third operation signal acting in the action operation area, obtaining the corresponding information of the third operation signal.
  • Target action control the virtual character located in the three-dimensional virtual classroom scene to perform the target action.
  • the above-mentioned display area includes: a classroom function operation area; the computer instructions are also used to cause the computer to perform: obtain the priorities of multiple classroom functions in the classroom function operation area; operate the classroom function according to the priority Display at least one classroom feature in the area.
  • the above-mentioned display area includes: a course customization area; performing teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: responding to a fourth operation signal acting in the course customization area, obtaining the information corresponding to the fourth operation signal.
  • Target classroom function interact with the teacher terminal and/or student terminal in the three-dimensional virtual classroom scene according to the target classroom function.
  • the above-mentioned display area includes: multiple prompt areas; displaying multiple display areas with different functions on the classroom interface, including: displaying multiple display areas at different locations on the classroom interface according to different prompt intensity levels corresponding to the multiple prompt areas. Display each prompt area separately;
  • Teaching interaction in a three-dimensional virtual classroom scene based on the display area includes: receiving prompt information carrying prompt intensity levels.
  • the prompt information includes: prompt information fed back when operating on any display area and prompt information generated during the teaching interaction process;
  • the target display area for displaying the prompt information is determined from multiple prompt areas; in the three-dimensional virtual classroom scene, according to the preset trigger conditions and/or display time, in Prompt information is displayed in the target display area.
  • Exemplary embodiments of the present disclosure also provide a computer program product, including a computer program, wherein the computer program, when executed by a processor of a computer, is used to cause the computer to perform a method according to an embodiment of the present disclosure.
  • Electronic devices are intended to refer to various forms of digital electronic computing equipment, such as laptop computers, desktop computers, workstations, personal digital assistants, servers, blade servers, mainframe computers, and other suitable computers. Electronic devices may also represent various forms of mobile devices, such as personal digital assistants, cellular phones, smartphones, etc. Phones, wearables, and other similar computing devices.
  • the components shown herein, their connections and relationships, and their functions are examples only and are not intended to limit implementations of the disclosure described and/or claimed herein.
  • the electronic device 500 includes a computing unit 501 that can perform calculations according to a computer program stored in a read-only memory (ROM) 502 or loaded from a storage unit 508 into a random access memory (RAM) 503 . Perform various appropriate actions and processing. In the RAM 503, various programs and data required for the operation of the device 500 can also be stored.
  • Computing unit 501, ROM 502 and RAM 503 are connected to each other via bus 504.
  • An input/output (I/O) interface 505 is also connected to bus 504.
  • the input unit 506 may be any type of device capable of inputting information to the electronic device 500.
  • the input unit 506 may receive input numeric or character information and generate key signal input related to user settings and/or function control of the electronic device.
  • Output unit 507 may be any type of device capable of presenting information, and may include, but is not limited to, a display, speakers, video/audio output terminal, vibrator, and/or printer.
  • the storage unit 504 may include, but is not limited to, magnetic disks and optical disks.
  • the communication unit 509 allows the electronic device 500 to exchange information/data with other devices through a computer network such as the Internet and/or various telecommunications networks, and may include, but is not limited to, a modem, a network card, an infrared communication device, a wireless communication transceiver and/or a chip Groups such as BluetoothTM devices, WiFi devices, WiMax devices, cellular communications devices and/or the like.
  • Computing unit 501 may be a variety of general and/or special purpose processing components having processing and computing capabilities. Some examples of the computing unit 501 include, but are not limited to, a central processing unit (CPU), a graphics processing unit (GPU), various dedicated artificial intelligence (AI) computing chips, various computing units that run machine learning model algorithms, digital signal processing processor (DSP), and any appropriate processor, controller, microcontroller, etc.
  • the computing unit 501 performs the various methods and processes described above.
  • the teaching interaction of the online classroom can be implemented as a computer software program, which is tangibly included in a machine-readable medium, such as the storage unit 508.
  • part or all of the computer program may be loaded and/or installed onto the electronic device 500 via the ROM 502 and/or the communication unit 509.
  • the computing unit 501 may be configured to perform teaching interactions in the online classroom through any other suitable means (eg, by means of firmware).
  • Program code for implementing the methods of the present disclosure may be written in any combination of one or more programming languages. These program codes may be provided to a processor or controller of a general purpose computer, special purpose computer, or other programmable data processing apparatus, such that the program codes, when executed by the processor or controller, cause the flowchart and/or or the functions/operations specified in the block diagram are implemented.
  • the program code may execute entirely on the machine, partly on the machine, as a stand-alone software package, partly on the machine and partly on a remote machine or entirely on the remote machine or server.
  • a machine-readable medium may be a tangible medium that may contain or store a program for use by or in connection with an instruction execution system, apparatus, or device.
  • the machine-readable medium may be a machine-readable signal medium or a machine-readable storage medium.
  • Machine-readable media may include, but are not limited to, electronic, magnetic, optical, electromagnetic, infrared, or semiconductor systems, devices or devices, or any suitable combination of the foregoing.
  • machine-readable storage media would include one or more wire-based electrical connections, laptop disks, hard drives, random access memory (RAM), read only memory (ROM), erasable programmable read only memory (EPROM or flash memory), optical fiber, portable compact disk read-only memory (CD-ROM), optical storage device, magnetic storage device, or any suitable combination of the above.
  • RAM random access memory
  • ROM read only memory
  • EPROM or flash memory erasable programmable read only memory
  • CD-ROM portable compact disk read-only memory
  • magnetic storage device or any suitable combination of the above.
  • machine-readable medium and “computer-readable medium” refer to any computer program product, apparatus, and/or means for providing machine instructions and/or data to a programmable processor (eg, magnetic disk, optical disk, memory, programmable logic device (PLD)), including machine-readable media that receive machine instructions as machine-readable signals.
  • machine-readable signal refers to any signal used to provide machine instructions and/or data to a programmable processor.
  • the systems and techniques described herein may be implemented on a computer having a display device (eg, a CRT (cathode ray tube) or LCD (liquid crystal display) monitor) for displaying information to the user ); and a keyboard and pointing device (eg, a mouse or a trackball) through which a user can provide input to the computer.
  • a display device eg, a CRT (cathode ray tube) or LCD (liquid crystal display) monitor
  • a keyboard and pointing device eg, a mouse or a trackball
  • Other kinds of devices may also be used to provide interaction with the user; for example, the feedback provided to the user may be any form of sensory feedback (e.g., visual feedback, auditory feedback, or tactile feedback); and may be provided in any form, including Acoustic input, voice input or tactile input) to receive input from the user.
  • the systems and techniques described herein may be implemented in a computing system that includes back-end components (e.g., as a data server), or a computing system that includes middleware components (e.g., an application server), or a computing system that includes front-end components (e.g., A user's computer having a graphical user interface or web browser through which the user can interact with implementations of the systems and technologies described herein), or including such backend components, middleware components, or any combination of front-end components in a computing system.
  • the components of the system may be interconnected by any form or medium of digital data communication (eg, a communications network). Examples of communication networks include: Local Area Network (LAN), Wide Area Network (WAN) and the Internet.
  • Computer systems may include clients and servers.
  • Clients and servers are generally remote from each other and typically interact over a communications network.
  • the relationship of client and server is created by computer programs running on corresponding computers and having a client-server relationship with each other.

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Abstract

本公开涉及一种线上课堂的教学互动方法、装置、设备及介质，该方法包括：通过终端设备提供课堂界面；课堂界面包括：三维虚拟课堂场景；在课堂界面上展示多个功能不同的显示区域；基于显示区域在三维虚拟课堂场景中进行教学互动。本公开能够增加线上课堂中用户的参与感和沉浸感，提高教学互动效果。

Description

线上课堂的教学互动方法、装置、设备及介质
本申请要求申请日为2022年6月2日，申请号为“202210623944.9”，专利名称为“线上课堂的教学互动方法、装置、设备及介质”的发明申请的优先权，其全部内容在此引入作为参考。
技术领域
本公开涉及智能教育技术领域，尤其涉及一种线上课堂的教学互动方法、装置、设备及介质。
背景技术
目前，基于全真3D场景多应用于游戏、办公、购物等，可以让用户不再受时空束缚，在全真3D场景中沉浸的体验、探索、与线上网友进行互动，打破屏幕的阻隔感。考虑到可以将全真3D场景应用到线上课堂，然而，如果参照游戏、办公等现有应用，将全真3D场景直接应用于线上课堂，那么大部分互动将会是个人探索或小组配合的互动，这与现有的自主学习课堂本质上并无差别，不利于学生学习，在虚拟场景中的教学互动效果较差。
发明内容
为了解决上述技术问题或者至少部分地解决上述技术问题，本公开提供了一种种线上课堂的教学互动方法、装置、设备及介质。
根据本公开的一方面，提供了一种线上课堂的教学互动方法，包括：
通过终端设备提供课堂界面；所述课堂界面包括：三维虚拟课堂场景；
在所述课堂界面上展示多个功能不同的显示区域；
基于所述显示区域在所述三维虚拟课堂场景中进行教学互动。
根据本公开的另一方面，提供了一种线上课堂的教学互动装置，包括：
界面提供模块，用于通过终端设备提供课堂界面；所述课堂界面包括：三维虚拟课堂场景；
区域展示模块，用于在所述课堂界面上展示多个功能不同的显示区域；
教学互动模块，用于基于所述显示区域在所述三维虚拟课堂场景中进行教学 互动。
根据本公开的另一方面，提供了一种电子设备，所述电子设备包括：处理器；以及存储程序的存储器，其中，所述程序包括指令，所述指令在由所述处理器执行时使所述处理器执行根据上述线上课堂的教学互动方法。
根据本公开的另一方面，提供了一种存储有计算机指令的非瞬时计算机可读存储介质，所述计算机指令用于使所述计算机执行根据线上课堂的教学互动方法。
本公开实施例提供的技术方案与现有技术相比具有如下优点：
本公开涉及一种线上课堂的教学互动方法、装置、设备及介质，该方法包括：通过终端设备提供课堂界面；课堂界面包括：三维虚拟课堂场景；在课堂界面上展示多个功能不同的显示区域；基于显示区域在三维虚拟课堂场景中进行教学互动。本公开能够增加线上课堂中用户的参与感和沉浸感，提高教学互动效果。
附图说明
此处的附图被并入说明书中并构成本说明书的一部分，示出了符合本公开的实施例，并与说明书一起用于解释本公开的原理。
为了更清楚地说明本公开实施例或现有技术中的技术方案，下面将对实施例或现有技术描述中所需要使用的附图作简单地介绍，显而易见地，对于本领域普通技术人员而言，在不付出创造性劳动性的前提下，还可以根据这些附图获得其他的附图。
图1为本公开实施例提供的线上课堂的教学互动方法流程图；
图2为本公开实施例提供的课堂界面的展示区域示意图；
图3为本公开实施例提供的临场互动区域示意图；
图4为本公开实施例提供的线上课堂的教学互动装置结构框图；
图5为本公开实施例提供的电子设备的结构示意图。
具体实施方式
为了能够更清楚地理解本公开的上述目的、特征和优点，下面将参照附图更详细地描述本公开的实施例。虽然附图中显示了本公开的某些实施例，然而应当理解的是，本公开可以通过各种形式来实现，而且不应该被解释为限于这里阐述的实施例，相反提供这些实施例是为了更加透彻和完整地理解本公开。应当理解的是，本公开的附图及实施例仅用于示例性作用，并非用于限制本公开的保护范围。
应当理解，本公开的方法实施方式中记载的各个步骤可以按照不同的顺序执行，和/或并行执行。此外，方法实施方式可以包括附加的步骤和/或省略执行示出的步骤。本公开的范围在此方面不受限制。
本文使用的术语“包括”及其变形是开放性包括，即“包括但不限于”。术语“基于”是“至少部分地基于”。术语“一个实施例”表示“至少一个实施例”；术语“另一实施例”表示“至少一个另外的实施例”；术语“一些实施例”表示“至少一些实施例”。其他术语的相关定义将在下文描述中给出。需要注意，本公开中提及的“第一”、“第二”等概念仅用于对不同的装置、模块或单元进行区分，并非用于限定这些装置、模块或单元所执行的功能的顺序或者相互依存关系。
需要注意，本公开中提及的“一个”、“多个”的修饰是示意性而非限制性的，本领域技术人员应当理解，除非在上下文另有明确指出，否则应该理解为“一个或多个”。
本公开实施方式中的多个装置之间所交互的消息或者信息的名称仅用于说明性的目的，而并不是用于对这些消息或信息的范围进行限制。
目前，全真3D场景尚未应用到线上知识教育中。如果参照现有应用，将全真3D场景直接应用于线上课堂，将会存在诸多缺点，比如以下几点：缺点一，大部分互动将会是个人探索或小组配合的互动，这与现有的自主学习课堂本质上并无差别，不利于学生学习，在虚拟场景中的教学互动效果较差。缺点二，全真3D场景下的课堂若仅仅是学生自由探索或完成任务的话，学生很难跟着老师的节奏进行系统的知识学习，导致学习效率降低，知识获取不够深刻；老师很难进行课堂秩序的控制和维护，不能很好地进行知识的讲解、传授及引导。缺点三，若仅基于全真3D场景进行教学的话，学生不能看到真实世界中的老师，缺乏传统课堂的信任感和仪式感。
基于此，为了盖上上述问题至少之一，本公开实施例提供了线上课堂的教学互动方法、装置、设备及介质。为便于理解，以下对本公开实施例展开描述。
图1为本公开实施例提供的一种线上课堂的教学互动方法流程图，该方法包括如下步骤：
步骤S102，通过终端设备提供课堂界面；所述课堂界面包括：三维虚拟课堂场景。
在本实施例中，诸如手机、平板和电脑等终端设备，可以用于通过图形用户 界面显示3D场景下的课堂界面，课堂界面中例如包括三维虚拟课堂场景、位于三维虚拟课堂场景中的虚拟角色。其中，三维虚拟课堂场景为运行线上课堂所形成的全真3D场景；为了增加课程的趣味性和丰富性，不同科目的课程或同一科目不同单元的课程，对应的三维虚拟课堂场景也不同。虚拟角色用于表示老师和学生的形象。
上述课堂界面可以从服务器获取，终端设备可以在需要的时候从服务器中获取课堂界面进行显示。
步骤S104，在课堂界面上展示多个功能不同的显示区域。
为了实现多种多样的教学互动功能，如聊天交流、定制课程、发布教学任务、消息提示等，本实施例可以在课堂界面上划分并展示多个功能不同的显示区域。如图2提供的课堂界面的示例，显示区域可以包括：摇杆区域、动作操作区域、课程定制区域、视频区域、聊天区域、提示区域等多个功能不同的区域，下文将对各个显示区域展开详细描述。
在本实施例中，显示区域的图层在三维虚拟课堂场景的图层之上，是一具有视觉指示的区域，比如，可以是具有边界框、填充有颜色或具有预定透明度的区域。具有视觉指示的显示区域能够让用户快速定位到该区域，降低用户的操作难度。
步骤S106，基于显示区域在三维虚拟课堂场景中进行教学互动。
在本实施例中，显示区域内可以包括操作控件、文本和图像等元素，从而，可以通过显示区域内的操作控件、文本和图像等元素在三维虚拟课堂场景中进行教学互动。在一些方式中，基于包含操作控件的显示区域，可以通过滑动、点击、输入等触摸操作控制虚拟角色在三维虚拟课堂场景中进行教学互动。在一些方式中，可以实时获取视频流、聊天信息、课程信息等教学互动内容，在显示区域上通过文本、图像等形式展示教学互动内容，并结合三维虚拟课堂场景实现具有沉浸感和临场感的教学互动。
本公开实施例提供的线上课堂的教学互动方法，包括：通过终端设备提供课堂界面；课堂界面包括：三维虚拟课堂场景；在课堂界面上展示多个功能不同的显示区域；基于显示区域在三维虚拟课堂场景中进行教学互动。本实施例通过课堂界面上的三维虚拟课堂场景，在空间上营造一种具有真实感和临场感的课堂氛围，增加用户的参与感；通过显示区域能够在三维虚拟课堂场景中进行教学互动，且不同显示区域的不同功能可以实现不同的教学互动，使教学互动效果更加丰富 多样。因此，本技术方案基于三维虚拟课堂场景和显示区域提供线上课堂的教学互动，能够增加用户的参与感和沉浸感，提高教学互动效果。
参照图2，本公开实施例对线上课堂的教学互动方法展开详细描述。
本实施例的显示区域，按照功能可以划分为通用功能、课程定制化功能和互动功能三种功能各自对应的显示区域。其中，通用功能能够为所有课程提供通用的课堂学习功能，适合学生在三维虚拟课堂场景中自由活动，进行探索学习。课程定制化功能能够根据不同的授课内容进行功能或信息的个性化定制，以便于师生更好地达成课程学习目标。互动功能能够根据授课需求发布教学互动任务，一般适用老师发布教学互动任务，使学生参与其中，跟随老师节奏进行学习。
本实施例针对通用功能提供几种显示区域的示例，参照如下所示。通用功能对应的显示区域可以包括：摇杆区域、动作操作区域、课堂功能操作区域、视频区域、聊天信息区域、提示区域、交互操作区域。
本实施例中的显示区域包括：摇杆区域。相应的，基于显示区域在三维虚拟课堂场景中进行教学互动可以包括：响应于针对摇杆区域的第一操作信号，获取第一操作信号对应的移动方向；控制位于三维虚拟课堂场景中的虚拟角色沿移动方向移动；当第一操作信号的触摸点消失时，控制虚拟角色停止移动。
在一可选的实施例中，摇杆区域中包括摇杆控件；根据摇杆区域接收到的作用于摇杆控件的第一操作信号，获取第一操作信息对应的移动方向；控制虚拟角色在三维虚拟课堂场景中沿移动方向移动；直至用户执行抬起手指、触控笔或松开鼠标等操作时，检测到第一操作信号的触摸点消失，此时控制虚拟角色停止移动。本实施例通过摇杆区域可以控制虚拟角色在三维虚拟课堂场景中自由活动。
为了避免学生自由活动影响授课，本实施例提供的方法还可以包括：老师端的终端设备向学生端的终端设备发送针对摇杆区域的限制使用指令，学生端的终端设备根据限制使用指令将摇杆区域设置为禁止操作，进而无法响应针对摇杆区域的第一操作信号。在此情况下，老师可以根据授课需要对摇杆区域进行功能控制，从而限制学生活动，以达到知识讲解的目的。
本实施例中的显示区域包括：动作操作区域；相应的，基于显示区域在三维虚拟课堂场景中进行教学互动可以包括：响应作用于动作操作区域中的第三操作信号，获取第三操作信号对应的目标动作；控制位于三维虚拟课堂场景中的虚拟角色执行目标动作。
在一可选的实施例中，动作操作区域中包括至少一个动作控件，如执行跳、 跑等动作的动作控件。根据动作操作区域接收到的作用于动作控件的第三操作信号，获取第二操作信息所作用的动作控件对应的目标动作；控制虚拟角色在三维虚拟课堂场景中执行目标动作。本实施例提供的动作操作区域可以根据课程设计及互动，展示更多与师生人物动作相关的动作控件，增加线上课堂的丰富性。
本实施例中的显示区域包括：课堂功能操作区域；课堂功能操作区域用于提供全部课堂通用的基本的课堂功能，如跟随老师、聊一聊、提问题、回答问题等诸多功能，各课堂功能配置有功能控件。相应地，基于课堂功能操作区域教学互动例如包括：响应作用于课堂功能操作区域中目标功能控件的操作，进入目标功能控件所对应的功能。
考虑到通用的课堂功能数量较多时，无法全部展示在课堂功能操作区域内；基于此，可以先获取课堂功能操作区域中多个课堂功能的优先级；根据优先级在课堂功能操作区域中展示至少一个课堂功能。其中，课堂功能的优先级可以为预先配置的初始优先级，也可以为用户根据实际需求对初始优先级进行调整后的目标优先级。按照优先级由高到低，在课堂功能操作区域中展示优先级较高的至少一个课堂功能；同时，课堂功能操作区域还配置有功能入口，用于折叠或收起优先级较低的课堂功能。本实施例通过课堂功能操作区域提供具有通用性的课堂功能，减少为不同课堂配置功能区域时的重复性工作；以及，通过课堂功能操作区域提供课堂功能，满足了师生之间基本的交互需求。
本实施例中的显示区域包括：视频区域。视频区域用于展示直播课或录播课中老师在真实世界中的音视频流，使学生能在三维虚拟课堂场景中看到真实世界中老师的行为动作和状态，弥补传统课堂的信任感和仪式感。在没有老师的线上课堂中，可以隐藏老师视频流信息。
本实施例中的显示区域包括：聊天信息区域。聊天信息区域用于实时展示学生和老师之间发送的消息及系统通知内容。
本实施例中的显示区域包括：提示区域。在一具体实施例中，显示区域包括：提示强度等级不同的多个提示区域。在课堂界面上展示多个功能不同的显示区域可以包括：根据多个提示区域对应的不同的提示强度等级，在课堂界面的不同位置分别展示各提示区域。
示例性的，提示区域包括第一提示区域和第二提示区域，第一提示区域的提示强度等级低于第二提示区域的提示强度等级；从而，将提示强度等级较低的第一提示区域设置于课堂界面中处于边缘位置的上方区域，将提示强度等级较高的 第二提示区域设置于课堂界面中处于中心位置的中间区域。
基于上述显示区域在三维虚拟课堂场景中进行教学互动的方式可参照如下所示。
接收携带提示强度等级的提示信息，提示信息包括：对任一显示区域执行操作时反馈的提示信息和教学互动过程中生成的提示信息；
根据提示区域与提示强度等级之间的预设对应关系，从多个提示区域中确定展示提示信息的目标显示区域；
在三维虚拟课堂场景中，根据预设的触发条件和/或展示时间，在目标显示区域内展示提示信息。
在可能的具体实施例中，第一提示区域用于展示常驻提示信息和轻量化的toast提示信息，toast为简易的消息提示框。toast提示信息一般为提示强度等级最低的提示信息，如对显示区域执行操作时的成功、警告和错误等反馈信息。常驻提示信息一般为提示强度等级中等的提示信息；当出现常驻提示信息后，常驻提示信息在第一提示区域常驻，直至满足预设的触发条件后消失，触发条件例如用户关闭常驻提示信息、常驻提示信息提示的教学互动任务已经完成等。本实施例通过边缘位置处的第一提示区域展示提示强度等级较低的提示信息，避免打断用户行为。
第二提示区域用于展示提示强度等级较高的提示信息，如教学互动过程中老师发出的需要学生特别关注的作业提示信息、互动开始提示信息、激励提示信息。当接收到提示强度等级较高的提示信息后，可以在第二提示区域展示，直至达到预设的展示时间(如3秒)时取消展示提示信息。本实施例通过中心位置处的第而提示区域展示提示强度等级较高的提示信息，吸引用户的注意力，避免遗漏重要信息。
本实施例中的显示区域包括：交互操作区域；在课堂界面上展示多个功能不同的显示区域，包括：当位于三维虚拟课堂场景中的虚拟角色移动至预设的关键位置时，在课堂界面上展示交互操作区域。交互操作区域内可以包括交互按钮，交互按钮如领取礼品按钮、查看学习任务按钮等。
根据本实施例，基于显示区域在三维虚拟课堂场景中进行教学互动可以为：响应于针对交互操作区域中交互按钮的第二操作信号，获取第二操作信号对应的交互信息；在三维虚拟课堂场景中执行交互信息。本实施例通过交互操作区域，使用户在三维虚拟课堂场景中与物品或其他人的虚拟角色进行交互，进而完成学 习及体验的目的。
本实施例提供一种针对课程定制化功能的显示区域，即：课程定制区域。
本实施例基于课程定制区域在三维虚拟课堂场景中进行教学互动可以包括：响应作用于课程定制区域中的第四操作信号，获取第四操作信号对应的目标课堂功能；根据目标课堂功能在三维虚拟课堂场景中与教师终端和/或学生终端进行交互。
具体的，不同课程或同一课程的不同章节，对应的课堂功能具有差异性；第三操作信息用于个性化定制与课程具有针对性的目标课堂功能。以地理课程为例，相比于其他课程，地里课程往往需要展示地图信息，从而，可以根据第四操作信号获取地图展示功能，以在课程定制区域上传并展示地图信息。在地理课程的雪山探险章节中，可以根据第四操作信号在课程定制区域上展示氧气含量、任务内容，以及在日食章节中，在课程定制区域上展示日食观测图。
与课堂功能操作区域相同，当课程定制区域中展示的目标课堂功能的数量较多时，也可以设置目标课堂功能的优先级，并按照优先级由高到低的顺序在课程定制区域中展示优先级较高的至少一个目标课堂功能。
本实施例通过提供课程定制区域，可以满足不同课程的差异性，对课堂功能进行个性化定制。
本实施例提供一种针对互动功能的显示区域，即：临场互动区域。老师端的终端设备向学生端的终端设备发送临场互动请求，学生端的终端设备根据临场互动请求，在显示区域上展示临场互动区域。例如，临场互动请求为语音互动请求，则临场互动区域可以包括话筒按钮，通过对话筒按钮进行操作采集并发送语音信息。又例如，临场互动请求为知识讲解的互动请求，临场互动区域可以展示临场互动请求中携带的知识讲解信息，如图文形式的古诗词讲解内容。其中，考虑到知识讲解信息通常比较重要，可能是课堂的核心内容，从而，展示知识讲解信息的临场互动区域可以覆盖课堂界面的部分其它显示区域，如图3示例。
为了吸引学生的注意力，本实施例在发送临场互动请求后，还可以在学生端的第二提示区域展示互动提示信息，突出视觉效果引起学生专注当前的临场互动请求。
本实施例通过临场互动区域，使得老师能够根据真实的授课进度和授课需求，灵活地发布多种多样的临场互动请求，使学生参与其中，激发学生的课堂参与度和学习积极性，同时老师可以根据学生的互动情况了解学生的学习情况，以便及 时调整授课节奏和内容。
综上，本实施例提供的线上课堂的教学互动方法，通过课堂界面上的三维虚拟课堂场景，在空间上营造一种具有真实感和临场感的课堂氛围，增加用户的参与感。通过功能各不相同的显示区域在三维虚拟课堂场景中进行教学互动，满足不同教学场景，满足多样化的学习需求，能够增加用户的参与感和沉浸感，提高教学互动效果。
参照图4所示的线上课堂的教学互动装置的结构示意图，本实施例提供的线上课堂的教学互动装置400包括如下模块：
界面提供模块402，用于通过终端设备提供课堂界面；课堂界面包括：三维虚拟课堂场景；
区域展示模块404，用于在课堂界面上展示多个功能不同的显示区域；
教学互动模块406，用于基于显示区域在三维虚拟课堂场景中进行教学互动。
在一些实施例中，上述显示区域包括：摇杆区域；教学互动模块406具体用于：
响应于针对摇杆区域的第一操作信号，获取第一操作信号对应的移动方向；控制位于三维虚拟课堂场景中的虚拟角色沿移动方向移动；当第一操作信号的触摸点消失时，控制虚拟角色停止移动。
在一些实施例中，上述显示区域包括：交互操作区域；区域展示模块404具体用于：当位于三维虚拟课堂场景中的虚拟角色移动至预设的关键位置时，在课堂界面上展示交互操作区域；
教学互动模块406具体用于：响应于针对交互操作区域中交互按钮的第二操作信号，获取第二操作信号对应的交互信息；在三维虚拟课堂场景中执行交互信息。
在一些实施例中，上述显示区域包括：动作操作区域；教学互动模块406具体用于：响应作用于动作操作区域中的第三操作信号，获取第三操作信号对应的目标动作；控制位于三维虚拟课堂场景中的虚拟角色执行目标动作。
在一些实施例中，上述显示区域包括：课堂功能操作区域；线上课堂的教学互动装置400还包括优先级获取模块，其用于：获取课堂功能操作区域中多个课堂功能的优先级；根据优先级在课堂功能操作区域中展示至少一个课堂功能。
在一些实施例中，上述显示区域包括：课程定制区域；教学互动模块406具 体用于：响应作用于课程定制区域中的第四操作信号，获取第四操作信号对应的目标课堂功能；根据目标课堂功能在三维虚拟课堂场景中与教师终端和/或学生终端进行交互。
在一些实施例中，上述显示区域包括：多个提示区域；区域展示模块404具体用于：根据多个提示区域对应的不同的提示强度等级，在课堂界面的不同位置分别展示各提示区域；
教学互动模块406具体用于：接收携带提示强度等级的提示信息，提示信息包括：对任一显示区域执行操作时反馈的提示信息和教学互动过程中生成的提示信息；根据提示区域与提示强度等级之间的预设对应关系，从多个提示区域中确定展示提示信息的目标显示区域；在三维虚拟课堂场景中，根据预设的触发条件和/或展示时间，在目标显示区域内展示提示信息。
本实施例所提供的装置，其实现原理及产生的技术效果和前述方法实施例相同，为简要描述，装置实施例部分未提及之处，可参考前述方法实施例中相应内容。
本公开示例性实施例还提供一种电子设备，包括：至少一个处理器；以及与至少一个处理器通信连接的存储器。所述存储器存储有能够被所述至少一个处理器执行的计算机程序，所述计算机程序在被所述至少一个处理器执行时，用于使所述电子设备执行：
通过终端设备提供课堂界面；课堂界面包括：三维虚拟课堂场景；在课堂界面上展示多个功能不同的显示区域；基于显示区域在三维虚拟课堂场景中进行教学互动。
在一些实施例中，上述显示区域包括：摇杆区域；基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应于针对摇杆区域的第一操作信号，获取第一操作信号对应的移动方向；控制位于三维虚拟课堂场景中的虚拟角色沿移动方向移动；当第一操作信号的触摸点消失时，控制虚拟角色停止移动。
在一些实施例中，上述显示区域包括：交互操作区域；在课堂界面上展示多个功能不同的显示区域，包括：当位于三维虚拟课堂场景中的虚拟角色移动至预设的关键位置时，在课堂界面上展示交互操作区域；
基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应于针对交互操作区域中交互按钮的第二操作信号，获取第二操作信号对应的交互信息；在三维虚拟课堂场景中执行交互信息。
在一些实施例中，上述显示区域包括：动作操作区域；基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应作用于动作操作区域中的第三操作信号，获取第三操作信号对应的目标动作；控制位于三维虚拟课堂场景中的虚拟角色执行目标动作。
在一些实施例中，上述显示区域包括：课堂功能操作区域；所述计算机程序在被所述至少一个处理器执行时，还用于使所述电子设备执行：获取课堂功能操作区域中多个课堂功能的优先级；根据优先级在课堂功能操作区域中展示至少一个课堂功能。
在一些实施例中，上述显示区域包括：课程定制区域；基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应作用于课程定制区域中的第四操作信号，获取第四操作信号对应的目标课堂功能；根据目标课堂功能在三维虚拟课堂场景中与教师终端和/或学生终端进行交互。
在一些实施例中，上述显示区域包括：多个提示区域；在课堂界面上展示多个功能不同的显示区域，包括：根据多个提示区域对应的不同的提示强度等级，在课堂界面的不同位置分别展示各提示区域；
基于显示区域在三维虚拟课堂场景中进行教学互动，包括：接收携带提示强度等级的提示信息，提示信息包括：对任一显示区域执行操作时反馈的提示信息和教学互动过程中生成的提示信息；根据提示区域与提示强度等级之间的预设对应关系，从多个提示区域中确定展示提示信息的目标显示区域；在三维虚拟课堂场景中，根据预设的触发条件和/或展示时间，在目标显示区域内展示提示信息。
本公开示例性实施例还提供一种存储有计算机指令的非瞬时计算机可读存储介质，所述计算机指令用于使所述计算机执行：
通过终端设备提供课堂界面；课堂界面包括：三维虚拟课堂场景；在课堂界面上展示多个功能不同的显示区域；基于显示区域在三维虚拟课堂场景中进行教学互动。
在一些实施例中，上述显示区域包括：摇杆区域；基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应于针对摇杆区域的第一操作信号，获取第一操作信号对应的移动方向；控制位于三维虚拟课堂场景中的虚拟角色沿移动方向移动；当第一操作信号的触摸点消失时，控制虚拟角色停止移动。
在一些实施例中，上述显示区域包括：交互操作区域；在课堂界面上展示多个功能不同的显示区域，包括：当位于三维虚拟课堂场景中的虚拟角色移动至预 设的关键位置时，在课堂界面上展示交互操作区域；
基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应于针对交互操作区域中交互按钮的第二操作信号，获取第二操作信号对应的交互信息；在三维虚拟课堂场景中执行交互信息。
在一些实施例中，上述显示区域包括：动作操作区域；基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应作用于动作操作区域中的第三操作信号，获取第三操作信号对应的目标动作；控制位于三维虚拟课堂场景中的虚拟角色执行目标动作。
在一些实施例中，上述显示区域包括：课堂功能操作区域；所述计算机指令还用于使所述计算机执行：获取课堂功能操作区域中多个课堂功能的优先级；根据优先级在课堂功能操作区域中展示至少一个课堂功能。
在一些实施例中，上述显示区域包括：课程定制区域；基于显示区域在三维虚拟课堂场景中进行教学互动，包括：响应作用于课程定制区域中的第四操作信号，获取第四操作信号对应的目标课堂功能；根据目标课堂功能在三维虚拟课堂场景中与教师终端和/或学生终端进行交互。
在一些实施例中，上述显示区域包括：多个提示区域；在课堂界面上展示多个功能不同的显示区域，包括：根据多个提示区域对应的不同的提示强度等级，在课堂界面的不同位置分别展示各提示区域；
基于显示区域在三维虚拟课堂场景中进行教学互动，包括：接收携带提示强度等级的提示信息，提示信息包括：对任一显示区域执行操作时反馈的提示信息和教学互动过程中生成的提示信息；根据提示区域与提示强度等级之间的预设对应关系，从多个提示区域中确定展示提示信息的目标显示区域；在三维虚拟课堂场景中，根据预设的触发条件和/或展示时间，在目标显示区域内展示提示信息。
本公开示例性实施例还提供一种计算机程序产品，包括计算机程序，其中，所述计算机程序在被计算机的处理器执行时用于使所述计算机执行根据本公开实施例的方法。
参考图5，现将描述可以作为本公开的服务器或客户端的电子设备500的结构框图，其是可以应用于本公开的各方面的硬件设备的示例。电子设备旨在表示各种形式的数字电子的计算机设备，诸如，膝上型计算机、台式计算机、工作台、个人数字助理、服务器、刀片式服务器、大型计算机、和其它适合的计算机。电子设备还可以表示各种形式的移动装置，诸如，个人数字处理、蜂窝电话、智能 电话、可穿戴设备和其它类似的计算装置。本文所示的部件、它们的连接和关系、以及它们的功能仅仅作为示例，并且不意在限制本文中描述的和/或者要求的本公开的实现。
如图5所示，电子设备500包括计算单元501，其可以根据存储在只读存储器(ROM)502中的计算机程序或者从存储单元508加载到随机访问存储器(RAM)503中的计算机程序，来执行各种适当的动作和处理。在RAM 503中，还可存储设备500操作所需的各种程序和数据。计算单元501、ROM 502以及RAM 503通过总线504彼此相连。输入/输出(I/O)接口505也连接至总线504。
电子设备500中的多个部件连接至I/O接口505，包括：输入单元506、输出单元507、存储单元508以及通信单元509。输入单元506可以是能向电子设备500输入信息的任何类型的设备，输入单元506可以接收输入的数字或字符信息，以及产生与电子设备的用户设置和/或功能控制有关的键信号输入。输出单元507可以是能呈现信息的任何类型的设备，并且可以包括但不限于显示器、扬声器、视频/音频输出终端、振动器和/或打印机。存储单元504可以包括但不限于磁盘、光盘。通信单元509允许电子设备500通过诸如因特网的计算机网络和/或各种电信网络与其他设备交换信息/数据，并且可以包括但不限于调制解调器、网卡、红外通信设备、无线通信收发机和/或芯片组，例如蓝牙TM设备、WiFi设备、WiMax设备、蜂窝通信设备和/或类似物。
计算单元501可以是各种具有处理和计算能力的通用和/或专用处理组件。计算单元501的一些示例包括但不限于中央处理单元(CPU)、图形处理单元(GPU)、各种专用的人工智能(AI)计算芯片、各种运行机器学习模型算法的计算单元、数字信号处理器(DSP)、以及任何适当的处理器、控制器、微控制器等。计算单元501执行上文所描述的各个方法和处理。例如，在一些实施例中，线上课堂的教学互动可被实现为计算机软件程序，其被有形地包含于机器可读介质，例如存储单元508。在一些实施例中，计算机程序的部分或者全部可以经由ROM 502和/或通信单元509而被载入和/或安装到电子设备500上。在一些实施例中，计算单元501可以通过其他任何适当的方式(例如，借助于固件)而被配置为执行线上课堂的教学互动。
用于实施本公开的方法的程序代码可以采用一个或多个编程语言的任何组合来编写。这些程序代码可以提供给通用计算机、专用计算机或其他可编程数据处理装置的处理器或控制器，使得程序代码当由处理器或控制器执行时使流程图和/ 或框图中所规定的功能/操作被实施。程序代码可以完全在机器上执行、部分地在机器上执行，作为独立软件包部分地在机器上执行且部分地在远程机器上执行或完全在远程机器或服务器上执行。
在本公开的上下文中，机器可读介质可以是有形的介质，其可以包含或存储以供指令执行系统、装置或设备使用或与指令执行系统、装置或设备结合地使用的程序。机器可读介质可以是机器可读信号介质或机器可读储存介质。机器可读介质可以包括但不限于电子的、磁性的、光学的、电磁的、红外的、或半导体系统、装置或设备，或者上述内容的任何合适组合。机器可读存储介质的更具体示例会包括基于一个或多个线的电气连接、便携式计算机盘、硬盘、随机存取存储器(RAM)、只读存储器(ROM)、可擦除可编程只读存储器(EPROM或快闪存储器)、光纤、便捷式紧凑盘只读存储器(CD-ROM)、光学储存设备、磁储存设备、或上述内容的任何合适组合。
如本公开使用的，术语“机器可读介质”和“计算机可读介质”指的是用于将机器指令和/或数据提供给可编程处理器的任何计算机程序产品、设备、和/或装置(例如，磁盘、光盘、存储器、可编程逻辑装置(PLD))，包括，接收作为机器可读信号的机器指令的机器可读介质。术语“机器可读信号”指的是用于将机器指令和/或数据提供给可编程处理器的任何信号。
为了提供与用户的交互，可以在计算机上实施此处描述的系统和技术，该计算机具有：用于向用户显示信息的显示装置(例如，CRT(阴极射线管)或者LCD(液晶显示器)监视器)；以及键盘和指向装置(例如，鼠标或者轨迹球)，用户可以通过该键盘和该指向装置来将输入提供给计算机。其它种类的装置还可以用于提供与用户的交互；例如，提供给用户的反馈可以是任何形式的传感反馈(例如，视觉反馈、听觉反馈、或者触觉反馈)；并且可以用任何形式(包括声输入、语音输入或者、触觉输入)来接收来自用户的输入。
可以将此处描述的系统和技术实施在包括后台部件的计算系统(例如，作为数据服务器)、或者包括中间件部件的计算系统(例如，应用服务器)、或者包括前端部件的计算系统(例如，具有图形用户界面或者网络浏览器的用户计算机，用户可以通过该图形用户界面或者该网络浏览器来与此处描述的系统和技术的实施方式交互)、或者包括这种后台部件、中间件部件、或者前端部件的任何组合的计算系统中。可以通过任何形式或者介质的数字数据通信(例如，通信网络)来将系统的部件相互连接。通信网络的示例包括：局域网(LAN)、广域网(WAN) 和互联网。
计算机系统可以包括客户端和服务器。客户端和服务器一般远离彼此并且通常通过通信网络进行交互。通过在相应的计算机上运行并且彼此具有客户端-服务器关系的计算机程序来产生客户端和服务器的关系。
以上所述仅是本公开的具体实施方式，使本领域技术人员能够理解或实现本公开。对这些实施例的多种修改对本领域的技术人员来说将是显而易见的，本文中所定义的一般原理可以在不脱离本公开的精神或范围的情况下，在其它实施例中实现。因此，本公开将不会被限制于本文所述的这些实施例，而是要符合与本文所公开的原理和新颖特点相一致的最宽的范围。

Claims (16)

  1. 一种线上课堂的教学互动方法，包括：
    通过终端设备提供课堂界面；所述课堂界面包括：三维虚拟课堂场景；
    在所述课堂界面上展示多个功能不同的显示区域；
    基于所述显示区域在所述三维虚拟课堂场景中进行教学互动。
  2. 根据权利要求1所述的方法，其中，所述显示区域包括：摇杆区域；所述基于所述显示区域在所述三维虚拟课堂场景中进行教学互动，包括：
    响应于针对所述摇杆区域的第一操作信号，获取所述第一操作信号对应的移动方向；
    控制位于所述三维虚拟课堂场景中的虚拟角色沿所述移动方向移动；
    当所述第一操作信号的触摸点消失时，控制所述虚拟角色停止移动。
  3. 根据权利要求1或2所述的方法，其中，所述显示区域包括：交互操作区域；所述在所述课堂界面上展示多个功能不同的显示区域，包括：
    当位于所述三维虚拟课堂场景中的虚拟角色移动至预设的关键位置时，在所述课堂界面上展示所述交互操作区域；
    所述基于所述显示区域在所述三维虚拟课堂场景中进行教学互动，包括：
    响应于针对所述交互操作区域中交互按钮的第二操作信号，获取所述第二操作信号对应的交互信息；
    在所述三维虚拟课堂场景中执行所述交互信息。
  4. 根据权利要求1-3中任一项所述的方法，其中，所述显示区域包括：动作操作区域；所述基于所述显示区域在所述三维虚拟课堂场景中进行教学互动，包括：
    响应作用于所述动作操作区域中的第三操作信号，获取所述第三操作信号对应的目标动作；
    控制位于所述三维虚拟课堂场景中的虚拟角色执行所述目标动作。
  5. 根据权利要求1-4中任一项所述的方法，其中，所述显示区域包括：课堂功能操作区域；所述方法还包括：
    获取所述课堂功能操作区域中多个课堂功能的优先级；
    根据所述优先级在所述课堂功能操作区域中展示至少一个课堂功能。
  6. 根据权利要求1-5中任一项所述的方法，其中，所述显示区域包括：课程定制区域；所述基于所述显示区域在所述三维虚拟课堂场景中进行教学互动，包 括：
    响应作用于所述课程定制区域中的第四操作信号，获取所述第四操作信号对应的目标课堂功能；
    根据所述目标课堂功能在所述三维虚拟课堂场景中与教师终端和/或学生终端进行交互。
  7. 根据权利要求1-6中任一项所述的方法，其中，所述显示区域包括：多个提示区域；所述在所述课堂界面上展示多个功能不同的显示区域，包括：
    根据多个所述提示区域对应的不同的提示强度等级，在所述课堂界面的不同位置分别展示各所述提示区域；
    所述基于所述显示区域在所述三维虚拟课堂场景中进行教学互动，包括：
    接收携带提示强度等级的提示信息，所述提示信息包括：对任一所述显示区域执行操作时反馈的提示信息和教学互动过程中生成的提示信息；
    根据所述提示区域与提示强度等级之间的预设对应关系，从多个所述提示区域中确定展示所述提示信息的目标显示区域；
    在所述三维虚拟课堂场景中，根据预设的触发条件和/或展示时间，在所述目标显示区域内展示所述提示信息。
  8. 一种线上课堂的教学互动装置，包括：
    界面提供模块，用于通过终端设备提供课堂界面；所述课堂界面包括：三维虚拟课堂场景；
    区域展示模块，用于在所述课堂界面上展示多个功能不同的显示区域；
    教学互动模块，用于基于所述显示区域在所述三维虚拟课堂场景中进行教学互动。
  9. 根据权利要求8所述的装置，其中，所述显示区域包括：摇杆区域；所述教学互动模块还用于：
    响应于针对所述摇杆区域的第一操作信号，获取所述第一操作信号对应的移动方向；控制位于所述三维虚拟课堂场景中的虚拟角色沿所述移动方向移动；当所述第一操作信号的触摸点消失时，控制所述虚拟角色停止移动。
  10. 根据权利要求8或9所述的装置，其中，所述显示区域包括：交互操作区域；
    所述区域展示模块还用于：当位于所述三维虚拟课堂场景中的虚拟角色移动至预设的关键位置时，在所述课堂界面上展示所述交互操作区域；
    所述教学互动模块还用于：响应于针对所述交互操作区域中交互按钮的第二操作信号，获取所述第二操作信号对应的交互信息；在所述三维虚拟课堂场景中执行所述交互信息。
  11. 根据权利要求8-10中任一项所述的装置，其中，所述显示区域包括：动作操作区域；所述教学互动模块还用于：
    响应作用于所述动作操作区域中的第三操作信号，获取所述第三操作信号对应的目标动作；控制位于所述三维虚拟课堂场景中的虚拟角色执行所述目标动作。
  12. 根据权利要求8-11中任一项所述的装置，其中，所述显示区域包括：课堂功能操作区域；所述装置还包括优先级获取模块，用于：
    获取所述课堂功能操作区域中多个课堂功能的优先级；根据所述优先级在所述课堂功能操作区域中展示至少一个课堂功能。
  13. 根据权利要求8-12中任一项所述的装置，其中，所述显示区域包括：课程定制区域；所述教学互动模块还用于：
    响应作用于所述课程定制区域中的第四操作信号，获取所述第四操作信号对应的目标课堂功能；根据所述目标课堂功能在所述三维虚拟课堂场景中与教师终端和/或学生终端进行交互。
  14. 根据权利要求8-13中任一项所述的装置，其中，所述显示区域包括：多个提示区域；
    所述区域展示模块还用于：根据多个所述提示区域对应的不同的提示强度等级，在所述课堂界面的不同位置分别展示各所述提示区域；
    所述教学互动模块还用于：接收携带提示强度等级的提示信息，所述提示信息包括：对任一所述显示区域执行操作时反馈的提示信息和教学互动过程中生成的提示信息；根据所述提示区域与提示强度等级之间的预设对应关系，从多个所述提示区域中确定展示所述提示信息的目标显示区域；在所述三维虚拟课堂场景中，根据预设的触发条件和/或展示时间，在所述目标显示区域内展示所述提示信息。
  15. 一种电子设备，所述电子设备包括：
    处理器；以及
    存储程序的存储器，
    其中，所述程序包括指令，所述指令在由所述处理器执行时使所述处理器执行根据权利要求1至7任一所述的线上课堂的教学互动方法。
  16. 一种存储有计算机指令的非瞬时计算机可读存储介质，所述计算机指令用于使所述计算机执行根据权利要求1至7任一所述的线上课堂的教学互动方法。
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