The gold standard for VR in education is a gentleman named Chris Dede.

教育中虚拟现实（VR）的黄金标准是一位叫做克里斯·德迪的先生

He's a professor at Harvard and he doesn't do goggles-based VR, he does desktop VR—although he's moving toward goggle VR.

他是哈佛大学的教授 他不研究护目镜式的VR 而是桌面式的 不过他正在向护目镜式的VR转变

And what Chris has built is two amazing experiences: one is called EcoMUVE and one called River City.

克里斯所构建的是两种惊人的体验：一个叫EcoMUVE 另一个叫河畔城

His virtual learning scenarios are organic; you're moving an avatar around and you talk to other avatars,

他的虚拟学习场景很有机 你可以操控一个阿凡达四处移动 还能和其他阿凡达相互交流

you get to run experiments and the science content responds to what you do.

你可以做试验 科学内容会做出相应的回应

It's engaging and you can play it for a long time.

参与感很强 可以玩好长时间

It's a very detailed environment to learn in.

里面的学习环境非常详细

He's put it in thousands of schools, hundreds of thousands of students have used this and he's got great data showing that it works.

他让成千上万所学校 数十万名学生体验过 还有很强大的数据证明这行之有效

In particular what Chris and his colleagues have shown is that students who typically have a hard time doing well in science—

尤其是 克里斯和他的同事所展现的在科学方面明显很薄弱的学生——

for example, someone who says, 'I can't be a scientist. That's not what I do,'

比如 会说“我不可能成为科学家 我根本不擅长”的人

whether it's due to your race or your gender or for whatever reason you can't see yourself as a scientist—

无论是因为你的种族还是性别或者其他原因 你觉得自己不可能成为科学家——

when you're in River City you have an avatar; you're a scientist,

只要你身处河畔城之中 你有了阿凡达以后 你就是一名科学家

and you're doing science and it helps those who have a hard time imagining that they can do science.

你就是在做科学 它能帮助那些难以想象自己可以做科学的人

And he's got great data showing that those who struggle typically with science, River City and EcoMUVE typically help them.

他有很多数据表明 在科学方面极其吃力的人明显可以受到河畔城和EcoMUVE的帮助

The challenge now is when you go from that type of amazing learning content to putting the virtual reality goggles on.

现在的挑战是 你从那种很棒的学习满足感转变为戴上虚拟现实护目镜

And that's what I've been studying, for about 15 years I've been working in this area, and it's a challenge.

这就是我的研究领域 我大约研究了15年 我一直在这个领域努力 这是项挑战

One of my philosophies that should come across very clearly in this book is: you shouldn't use VR for everything.

这本书中明确提出的我的一个观点就是：你不应该事事都用VR

There are a lot of things that work beautifully by the written word and by video and you shouldn't just shove everything into the goggles needlessly.

有很多事情通过书面文字和视频就很完美了 你不应该毫无必要地用VR做所有事

So what I do in my lab when I design learning content is I think: well, what's going to be uniquely awesome in VR?

所以我设计学习内容时 会在实验室里想：嗯 有什么事通过VR会明显棒很多呢

And it turns out it's things where you actually have to look around, right?

事实表明 是那些需要你四处观望的事情 对吧

So one of the key signals you can use to decide whether something doesn't deserve to be in VR is if you're watching a user and she's just staring forward the entire time for five minutes.

你可以用来决定某件事是否值得用VR的关键标志之一就是 你观察一个用户 看她是不是五分钟都盯着同一个地方

Well, then why are you in VR? That should just be a high-res screen right in front of you and you can have more pixels.

然后就是为什么要用VR？它就像是你面前的高解析度屏 像素会更高

What I've been doing for the last few years is trying to really understand what types of learning and learning transfer are uniquely suited for virtual reality.

我过去几年试着弄明白什么样的学习和学习迁移是为虚拟现实量身打造

When I began this learning research I just assumed that the immersive aspects of VR were going to automatically cause a gain in learning,

我开始做这项学习研究时 觉得VR沉浸式的方式自然而然就会让人们学到东西

and we're finding it's more nuanced than that.

现在发现事实远比这要微妙