VR Technology Online Classroom Mode in Cross Border E-Commerce Teaching in Colleges and Universities

Abstract

With the continuous development of economic globalization and Internet technology, the substantial increase in the demand for cross-border E-commerce-related talents has made cross-border E-commerce teaching in colleges and universities a focus of common concern in the education and economic fields. However, the research results on cross-border E-commerce teaching in colleges and universities are still not very satisfactory. As the online classroom model is gradually recognized by teachers and students, the development of VR technology has brought new changes to the teaching model. This research aims at the current shortage of cross-border E-commerce talents, and combines VR technology and online classroom mode to put forward a new view on college cross-border E-commerce teaching. First of all, based on the flipped classroom model and VR technology, this paper constructs a complete VR online classroom system. After testing the system, it is put into the cross-border E-commerce course teaching for sophomores majoring in international economy and trade. The students were divided into experimental group (n = 19) and control group (n = 19). The experimental group adopted VR online classroom teaching, while the control group adopted ordinary online classroom teaching. After one semester of study, the two groups of students were given written test of professional basic knowledge and operation test of cross-border E-commerce simulation platform, and the scores of the two groups were compared. The teachers and students were interviewed and investigated by questionnaire. The results showed that the average score of the written test in the experimental group was 75.2, and that in the control group was 77.6; the number of students with a score in the experimental group was significantly higher than that in the control group; 79% of the students in the experimental group could maintain a high concentration, while only 53% in the control group. This shows that although the students in the experimental group have a lower mastery of the basic professional knowledge of cross-border E-commerce than the students of the control group, they are better than the students of the control group in the operation ability of the cross-border E-commerce simulation platform. VR online classroom teaching needs more preparation time, but it can better attract students’ interest.