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Top1. Introduction
The modern web-based distance education (Hara, 2000) overcomes the space-time restriction of the traditional teaching models and realizes lamination teaching by centering on students. It not only has abundant learning resources but also brings the independent learning capability and collaborative learning spirit of students. However, being short of specifically experimental equipment to observe and operate, the wed-based education lacks advantages in knowledge learning progress (Khosrowjerdi et al, 2005), which needs strong stereoscopic effect and operability. This problem is the biggest challenges that the web-based education facing, which imposes restrictions on its development. Poor interactions cannot make up for the defects of the web-based education that stereoscopic effect and sense of reality of the animation simulation are not strong. In order to solve above problems, the Web3D virtual reality technology is introduced into the modern web-based distance education (Banerjee, 2002). With strong operability and sense of reality, the Web3D virtual reality technology gets rapid development in web-based education (McCormack et al, 1997).
The virtual Web3D simulation education system is a kind of generation using virtual reality technology, which is suitable for simulation training virtual environment as well (Wei et al, 2013; Shu et al, 2012). Open standards of Web3D allow the delivery of interactive 3D virtual learning environments through the Internet, which can reach potentially large numbers of learners worldwide at any time (Li et al, 2011). In some reference papers, the educational use of virtual reality based on Web3D technologies is introduced. The main positive and negative results are outlined (Chittaro et al, 2007). Web3D simulation-based virtual worlds have been substantially adopted in educational settings worldwide. Since the elaborations on such applications in regard to tourism education are still limited, the application of 3D simulation-based platform has been studied (Hsu, 2012). The prospects for the generation of interactive web-based 3D City Models based on free geo-data available from the Open-Street-Map project are investigated (Over et al, 2010). The virtual reality learning environments for elementary numeracy education using 3D virtual manipulatives has been investigated (Daghestani et al, 2008).