Design System of Virtual Computer Simulation Teaching Platform Based on Unity3D

BackgroundThe experimental teaching of pediatric dentistry is a bridge between theoretical study and clinical practice, and virtual simulation technology provides a new method of instruction.MethodsWe built an experimental teaching platform using virtual simulation technology for vital pulpotomy that includes learning and examination modes. A total of 199 students majoring in stomatology in the fourth year at Sun Yat-Sen University were randomly divided into a control group (conventional teaching mode) and an experimental group (virtual simulation experimental teaching model). The teaching effect was evaluated by theoretical and experimental examination.ResultsWe found that both the theoretical and experimental scores of the experimental group were higher than those of the control group, and the theoretical scores of the experimental group after exposure to the virtual simulation experimental teaching platform were also higher than those before the class, with significant differences (P < 0.05). Feedback from the experimental group after the class indicated that the platform reinforced their theoretical knowledge and greatly improved their mastery of operational skills.ConclusionsThe application of a virtual simulation experimental teaching platform can effectively improve the teaching of pulpotomy.

Under the influence of modern vocational education, virtual simulation experiment teaching is widely used as a new teaching method. The traditional electrical and electronic virtual simulation experiment teaching platform has low sensitivity and poor interaction. In this paper, a new kind of virtual simulation experiment teaching platform of electrical and electronic in Vocational College is built by lab view. Through the analysis of the experimental effect, LabVIEW software can realize the virtual simulation of electrical and electronic experiments and the establishment of virtual instruments. The integrated teaching can be easily realized through lab view. It provides a certain reference for the virtual simulation experiment teaching in vocational colleges.

Virtual simulation experiment, as a new way to promote the digital transformation of education, has a broad development prospect and application value. The civil engineering experimental volume and space are huge, it has a long construction period, is highly dangerous, and is difficult to experiment with. In order to solve the contradiction between the traditional theory teaching of civil engineering and the engineering training of students, the construction of virtual simulation experimental teaching courses with a high degree of realism, intuition, and accuracy can be used as a useful supplement and innovation of experimental and practical teaching. This paper takes the virtual simulation experimental teaching course of urban overpasses as an example, introduces the necessity and practicability of the course construction, and describes the experimental principle structure of the course, the simulation scene design, the experimental teaching process, the experimental method, etc. The course has achieved good application results, and it has been recognized as the first-class virtual simulation teaching course of the Chongqing Municipal Government, which provides certain references to the construction of the same type of courses in the civil engineering profession.

With the development of virtual reality technology, different kinds of terminal device were employed in virtual simulation experiment teaching, and many new release forms of virtual experiment came out. The feature of human-computer interaction in different kinds of terminal device was analyzed in this paper, and the demands for human-computer interaction feature of different learning aims were specified. Combined the impact of different virtual experiment systems release forms on the virtual experimental environment, a suggested solution was proposed for virtual experiment designer choosing a proper releasing terminal device. At last, 527 virtual experiments were selected from candidates for national virtual simulation experiment teaching projects in 2019, and the suggested solution was employed to assess these experiments. As a result, 12% of experiments were released in improper terminal, this indicated that there are existing misunderstandings when the virtual experiment system designer choosing terminal device.

With the spiritual guidance of the Circular on the Construction of National Virtual Simulation Experimental Teaching Center by the National Department of Education, according to the requirements of construction task and work content, and based on the reality of the simulation experimental teaching center of virtual chemical laboratory at Tianjin University, this paper mainly strengthens the understanding of virtual simulation experimental teaching center from three aspects, and on this basis, this article puts forward specific construction ideas, which refer to the “four combinations, five in one, the optimization of the resources and school-enterprise cooperation”, and on this basis, this article has made effective explorations. It also shows the powerful functions of the virtual simulation experimental teaching platform in all aspects by taking the synthesis and analysis of organic compounds as an example.

Because of the difference between the virtual simulation environment and the real working environment, when designing the virtual simulation teaching method, there is usually a problem that the teaching performance of the method is poor due to unreasonable data mapping rules. In this regard, a virtual simulation teaching method of deep integration of production and teaching under digital mode is proposed. According to the types of existing teaching resources, firstly, the data is cleaned, and then the teaching resources are integrated and standardized. By obtaining the relevant data of the real teaching environment, the corresponding data mapping rules are formulated, and the obtained data are mapped into the digital space to build a virtual simulation teaching environment, thus designing a virtual simulation teaching scheme. Through the above design, the design of virtual simulation teaching method is completed. The experimental results show that the designed virtual simulation teaching method with deep integration of production and teaching in digital mode has good teaching performance in practical application.

With the rapid development of network information technology and its wide application in various fields, the practical teaching link of college entrepreneurship education must be closely integrated with modern information technology, from content and form to better adapt to the information age. Development needs. Entrepreneurship education in colleges and universities can not only deepen the reform of higher education, but also provide an important platform for cultivating compound talents with innovative entrepreneurship. The construction of virtual network platform system for entrepreneurship education in colleges has the advantages of openness, unity and sharing. It integrates various business resources to provide students with better and convenient personalized services and the other entrepreneurship. The limitations of the educational network platform. This platform uses the popular B/S structure model, three-layer model design, and applies Microsoft's latest .NET technology platform and joint programming language to focus on the analysis, design, development and implementation process of college entrepreneurship education system. Online teaching platforms in Europe and the United States have already formed scale and achieved great success, such as WEBCT, Blackboard, Virtual-U and other well-known online teaching platforms. Online teaching platforms started late in China, such as Aopeng Education Platform, 4A Online Teaching Platform, and Universal Online Education Platform, etc., but the overall status quo is still in the primary stage of tracking foreign models and development, sharing, network operation efficiency, interaction, Source code, details, and other related factors, as well as the high costs and irreversible factors involved in entrepreneurship education and practical training, these have seriously affected the cultivation of practical teaching and practical ability in innovative entrepreneurship education in universities, which is difficult to meet the innovative type Selection of top talents. The Notice on the Establishment of a National Virtual Simulation Experiment Teaching Center issued by the Ministry of Education in 2013 requires that universities and colleges should actively develop and apply virtual simulation experiment teaching platforms to promote the employment and entrepreneurship of college graduates and provide strong support for the cultivation of entrepreneurial talent. Based on the analysis of the current demand for entrepreneurship education in domestic universities, this paper focuses on the analysis, design, development and implementation of virtual entrepreneurship education platform systems in universities based on the complete software development process, three-tier model design, and programming language under the most popular B / S model the study.

The Internet of Things project belongs to the transformation major of application-oriented undergraduate. Therefore, the construction of talent training mode and curriculum sys-tem must be oriented by the industry’s talent demand and aim at the cultivation of students’ ability and quality. The development of technology leads to the short updating cycle of real equipment, high equipment price and long school purchasing cycle, which leads to the failure to update real teaching equipment in time. The virtual simulation experimental teaching center of the Internet of Things gives full play to the advantages of the computer experimental center, and builds a realistic virtual experimental teaching course by using the existing experimental equipment and resources of the experimental center according to the principle of combining re-ality with reality. Virtual learning situation analysis and teaching monitoring can promote knowledge, interest and autonomous learning ability to a certain extent. Through this research, front-line teachers can have a deep understanding of virtual simulation teaching, and great changes have taken place in teaching methods and learning methods, providing reference for teachers to carry out information-based practical teaching such as virtual simulation.

With the development of information technology and its application in teaching, the teaching mode of higher education is experiencing a profound change. Similarly, information technology such as virtual simulation is also widely used in the field of innovation and entrepreneurship education (IEE) in higher education. Virtual simulation experimental teaching platform is an important informatization teaching tool. Its use of intelligence and simulation technology to simulate the innovation and entrepreneurship practice environment provides information technology resources and platform for practical teaching of IEE. Based on the systematic summary of the factors affecting the quality of IEE, this paper illustrates the role of the virtual simulation experimental teaching platform in building a new teaching mode of IEE, including its application in the IEE in the professional disciplines of economics and management, communication technology and pharmacy. Finally, it is concluded that the construction of information-based teaching platform and other internal and external factors of universities affect the quality of IEE. The influencing factors at the internal level of colleges and universities are better studied, while the scope of application of information technology and teaching effectiveness as well as factors external to colleges and universities need more empirical support. This paper emphasizes the importance of information technology for IEE and clarifies the weak points of the current research with a view to providing references for future research.

At present, in the innovative practice of computer courses and teaching reform in colleges and universities, we have adopted the innovative teaching mode of virtual simulation experiments in programming languages, combined the methods of online and offline, and the combination of virtual and real, to improve the experimental teaching mode and use experiments. The teaching virtual simulation program has set a virtual simulation experiment platform for order language. This can not only achieve the goal of improving experimental teaching, but also make up for the problems of traditional experimental teaching students' lack of initiative and poor theoretical learning effect. This article expounds on the construction of virtual simulation experiment platform and the design innovation of the teaching mode. It reflects on the way of using virtual simulation experiment in the teaching of computer science in colleges and universities, hoping to have reference value for improving the teaching level of virtual experiment teaching.

For the practical teaching of computer specialized courses in colleges and universities, this study proposes the construction method of virtual simulation experiment platform based on OpenStack, Docker, Seafile and Raspberry Pi, and on this basis, deeply discuss the design and implementation details of the course experiment. The construction and application of virtual simulation experiment platform change the traditional teaching method fundamentally, reduce the cost of laboratory construction and management, which have important reference value to realize the remote experiment teaching. The virtual simulation experiment platform is composed of four parts: virtual machine, application container, cloud storage and client, which can meet the daily teaching needs, cultivate students’ interest in learning, and improve their innovation ability.

To analyze the relationship between fluorine-18-fluorodeoxyglucose (18F-FDG) positron emission tomography/computed tomography (PET/CT) and ultrasound breast imaging reporting and data system (BI-RADS) classification, and to evaluate the diagnostic value of their combined application in breast diseases. A retrospective analysis was conducted on the 18F-FDG PET/CT images and ultrasound BI-RADS classification data of 110 patients with suspected breast cancer treated at our hospital from July 2020 to May 2022. Pearson correlation analysis was used to assess the relationship between the maximum standardized uptake value (SUVmax) and BI-RADS classification. Using pathology or long-term follow-up results as the "gold standard," the diagnostic value of 18F-FDG PET/CT, ultrasound BI-RADS classification, and their combined application in breast diseases was analyzed. Based on the "gold standard" of pathology or long-term follow-up, of the 110 patients with suspected breast cancer, 49 were benign, and 61 were malignant. The SUVmax levels of malignant lesions were significantly higher than those of benign lesions (P<0.05). Pearson correlation analysis indicated a low correlation between SUVmax and ultrasound BI-RADS classification (r=0.458, P<0.05). Receiver operating characteristic (ROC) curve analysis showed that the area under the curve (AUC) of the combined application of SUVmax and ultrasound BI-RADS classification was higher than that of either method alone, both for breast tumors and for patients classified as BI-RADS category 3 to 4. The correlation between SUVmax and ultrasound BI-RADS classification is low (r=0.458), indicating that these two methods assess different biological aspects of breast tumors. However, the combined use of SUVmax and BI-RADS classification significantly enhances diagnostic accuracy, particularly for patients with BI-RADS 3 to 4 lesions. Although this combination improves diagnostic efficacy, 18F-FDG PET/CT should not be used as a primary screening tool but rather as a complementary method in specific clinical scenarios where imaging findings are inconclusive or suspicion of malignancy is high.

This article takes mechanical basic experimental courses as the research object, and makes full use of virtual simulation, computer graphics, Internet and other technologies to innovate experimental teaching content and methods. First, construct a mechanical basic experiment teaching system based on four levels: guided cognition, basic experiment, comprehensive design experiment and research and innovation experiment. Then, combined with the existing virtual simulation related hardware equipment of the college, a software and hardware virtual experiment platform integrating virtual 3D display and interaction is built. Finally, with the help of Unreal Engine 4 (UE4) and network technology, a Web-based 3D virtual experiment platform is designed. Through the research of this article, a basic mechanical experiment system can be constructed, the experimental teaching training program can be improved, and the engineering practice education level can be further improved. The virtual reality (VR) experiment platform proposed in this paper can improve existing teaching methods, expand experiment content, solve problems such as insufficient educational resources, and improve students’ interest and initiative in learning. The research of the network virtual p latform enables students to break through the limitations of time and space, and realize different levels of mechanical experimental courses, such as online learning and hands-on operation of guided cognition, basic experiments, comprehensive design experiments, etc.

With the deepening of globalization, ethical decision-making issues in international business activities have become increasingly complex, creating an urgent need to cultivate business professionals with cross-cultural ethical competencies. This study aims to validate the effectiveness of pedagogical intervention in social norm perception on international business ethical decision-making within virtual simulation contexts. Adopting a 2×2×3 mixed experimental design, 312 undergraduate and graduate students from business schools in South China were recruited as participants, randomly assigned to either a virtual simulation teaching group or a traditional case-based teaching group, and stratified by cultural background (Eastern vs. Western). Through an 8-week teaching intervention, participants' international business ethical decision-making abilities and social norm perception levels were measured at three time points: baseline, post-test, and delayed test. The results revealed that: (1) Virtual simulation teaching intervention significantly enhanced students' ethical decision-making abilities, with the experimental group showing an improvement of 1.46 points and an effect size of 2.04, significantly outperforming the control group's improvement of 0.60 points; (2) Social norm perception played a significant mediating role between teaching intervention and ethical decision-making ability, with a mediation effect of 1.04, accounting for 71.2% of the total effect, where descriptive norm perception demonstrated the strongest mediating effect; (3) Virtual simulation teaching showed the most significant effects in the dimensions of moral sensitivity identification and ethical conflict analysis, with effect sizes reaching 2.58 and 2.30, respectively; (4) Cultural background significantly moderated the teaching effectiveness, with students from Eastern cultural backgrounds benefiting significantly more (d=2.75) than those from Western cultural backgrounds (d=1.57); (5) The teaching effects demonstrated good sustainability, with delayed testing showing that the virtual simulation group maintained high performance levels. This study confirms the effectiveness of virtual simulation technology in business ethics education, providing theoretical foundations and practical guidance for constructing personalized teaching models based on social norm perception, and holds significant importance for promoting the digital transformation and quality enhancement of international business ethics education.

Virtual simulation experiment teaching is an important element of the construction of vocational education informationization and experimental presentation teaching center, and it is the results of the deep combination of rules and information technology. In the form of simulation, the situation, process, and results have a sense of reality, so that learners can get a real experience. The current clinical skill training is mostly &#x201C;simulation&#x201D; rather than &#x201C;virtual&#x201D;. Based on the Internet technology platform, it makes learning at anytime, anywhere. This article aims to discuss the features of virtual simulation experiment presentation teaching and the application of its technology in vocational colleges.