1 . Recently, research on how a new virtual (虚拟的) reality (VR) experience educated primary children about the fire disasters was done. It was developed by the University of South Australia, aiming to educate children to learn how to be safer in a fire.
Focusing on children aged 10-12 years old, the new VR experience presents a situation where children are tasked to look after a friend’s dog just before a fire event begins to spread. They participate in a series of problem-solving activities to help save and protect themselves and the dog.
The findings showed that more than 80 percent of children reported that they felt more confident to calmly assess the situation and make wise decisions to protect themselves from a fire. This isl especially important considering that 91 percent of participants originally lacked any knowledge of fires, and that 67 percent had said that they were too young to make safety decisions in a fire.
The researchers believed such immersive (沉浸式的) VR experiences had real potential (潜力) to attract and educate the young. “As children born in digital times, they are interested in such technology and they can experience events realistically yet within the safe environment.” said Delene Weber, one of the researchers. “Well-designed VR can provide a chance for children to apply newly-acquired knowledge, strengthen their learnt concepts, and enable immediate reaction—all incredibly valuable learning tools.”
Meanwhile, because children have fewer life experiences, aren’t as physically strong, and are less likely to have learned much about fire safety, they’re often most at risk. Yet the ability for children to contribute to fire safety at their household should not be underestimated (低估).
“Children do not need to be passively attacked by disasters and with purpose-built virtual reality experiences such as these, we can help children understand the risks and realize they can help,” said Weber.
1. How does the new VR experience try to educate children?| A．By introducing a virtual friend to them. | B．By finding the causes of a fire event. |
| C．By letting them solve virtual problems. | D．By guiding them to ask a dog for help. |
| A．Many children found it hard to adapt to them. |
| B．They helped children deal with fire postively. |
| C．They benefited children with knowledge of animals. |
| D．Most children had a misunderstanding about them. |
| A．Doubtful. | B．Indifferent. | C．Disapproving. | D．Supportive. |
| A．VR experiences educate kids to survive a fire | B．VR experiences make learning easier for kids |
| C．VR education appeals to the young generation | D．VR technology makes no sense in fighting a fire. |
