Application of Virtual Reality for Teaching Rock Climbing in Colleges Using Big Data

Abstract

Since rock climbing was added to the Olympic Games, nations around the globe have started to pay more attention to the instruction of rock climbing and have established it as a program in colleges and universities to train college students and adolescents, who make up the majority of rock climbers. However, there are many problems faced while teaching rock climbing in colleges and universities, such as no standardized teaching materials, short teaching time, and cumbersome teaching content, which are few to mention. As a result, students can only master the basic methods and techniques of climbing on rock while studying at colleges and institutions, and their climbing ability cannot be improved. Most of the current college’s rock climbing teachers only pay attention to the technical problems. The correct methodology of teaching is a vital factor for student’s guidance. To overcome these issues, this research demonstrates the virtual reality in classroom instruction; this has the potential to improve the impact and standard of collegiate rock climbing. The authors focus on the concept of virtual reality technology, technical characteristics, virtual reality system composition, and virtual reality modeling and apply the theory and technology to college rock climbing teaching for building a teaching model basis on virtual reality in this research paper. This model is applied to college rock climbing teaching, and the experimental group and the control group are set to analyze the students’ interest in rock climbing teaching. The comparison demonstrates that employing virtual reality technology dramatically increases the experimental group students’ enthusiasm in rock climbing education. Upon analyzing the students’ recognition rock climbing instruction in colleges and institutions, the result shows that 93.3% of the experimental group and 60% of the control group agree that the rock climbing course can motivate their own learning initiative and enthusiasm. When analyzing the motivation of students to learn rock climbing, the highest proportion is to get credit and recognition, the proportion of which is 35.6%.