Experience Mode of Digital Media Art under Virtual Reality Technology.

With the progress of the country's comprehensive strength and scientific strength, the development of science and technology has brought tremendous changes to people's lives and at the same time brought information dissemination and media methods to a new stage. This article integrates VR technology into your digital media art experience. This combination not only reduces the distance between the experience and the art but also allows the experiencers to better understand what the artist wants to convey in the artwork. Virtual reality technologies and experts have shifted from bystanders to participants and experiencers. This is a brand new experience. It dispels our previous experience based on visual experience and forms a new form of experience. The final results of the study showed that the scores of the three classes of cognitive experience were 4.8, 4.6, and 4.7, with an average score of 4.7. With a full score of 5, the scores in the three dimensions are very high, indicating that this digital media art interactive experience design has brought students a good sensory experience, interactive experience, and cognitive experience.

1. Introduction

Digital media art is a part of new media art. It is an art form that has emerged with the development of science and technology. It is not only interactive but also uses network media as a communication medium. It covers film and television animation, online games, VR, multimedia, digital music, video, and interactive installations. With the development of science and technology, the media revolution has led to the emergence of new media styles. The continuous development of digital media art has continuously updated the way people experience art and at the same time has changed people's artistic aesthetics [1].

In recent years, many researchers have studied the mode of digital media art experience under virtual reality technology and achieved good results. For example, Zhang believes that virtual reality technology has realized the display of virtual scene space, greatly enriching the visual and sensory experience of experiencers, allowing experiencers to enter the imagination full of the scene, and making ruthless scenes possible [2]. Lim believes that the traditional virtual space is actually realized by using people's visual illusions, but the use of VR technology will bring more sensory experience to the experiencer, with more simulation and perception [3]. At present, a lot of research has been done on the experience mode of digital media art under VR technology. These previous theories and experimental results provide a theoretical basis for the research of this article.

Based on the experience mode of virtual reality technology, combined with the virtual reality of digital media art, analyze the display mode of virtual reality technology, make the impossible scene in the past, realize the impossible experience, the artist will build the art space from “unattainable” to “accessible,” and the audience can further communicate and interact with art through immersive emotion, so as to get closer works and have a deeper understanding of the work of art.

2. Combination of Digital Media Art and Virtual Reality Technology

2.1. The Concept and Implementation of Virtual Reality Technology

2.1.1. The Concept of Virtual Reality Technology

Virtual reality is the product of the rapid development of computers, the Internet, information technology, and virtual reality. This kind of virtual reality breaks away from scientific practice and forms a new way of practice. Ordinary virtual reality refers to the intentional, two-way object-oriented perception activities of the subject through digital media in a virtual environment [4, 5]. Different from traditional practice, virtual reality has the characteristics of real-time interactivity, virtual reality, and immersive communication. Its practice process is not restricted by external objective conditions, transcends the constraints of time and space, and can act on objective reality. Compared with traditional practice activities, virtual reality is a kind of “indirect reality” practice [6]. In the process of virtual reality, information in the real society is transformed into computer language symbols through digital systems, processed and disseminated through the Internet, so that the practice subject can complete practical activities in a kind of cyberspace, surpassing the cyberspace. Human-computer interaction in virtual reality is a prerequisite for practice. With the emergence of Internet technology and artificial intelligence technology, human-computer interaction has changed from one-way to two-way, from two-dimensional to three-dimensional, from competition to harmonious integration, and virtual reality is more and more in line with the needs of human production and life on this basis.

2.1.2. Philosophical Thinking of Virtual Reality Technology

Virtual reality technology has changed the way people work, live, leisure, and exercise. But then, there have also been some problems with psychological factors and health factors. Traditional technology philosophy tends to study the various social effects produced by technology, but at the same time, the development of technology will also have an impact on the philosophy system [7]. Affected by virtual reality technology, branches in philosophical fields such as artificial intelligence philosophy, virtual reality philosophy, and artificial life philosophy continue to appear. The philosophical issues arising from virtual reality technology include practical theory, media theory, epistemology, ethics, and sociology. In many fields, unique technical characteristics and practical methods have created different depths of utility in many industries [8]. The characteristics of virtual reality techniques make philosophers more concerned with some traditional philosophical theories, such as ontology and the study of the world. In the face of continuous technological innovation, philosophical thinking cannot stop but should lead and correct new technologies.

2.2. Combination of Digital Media Art and Virtual Reality Technology

Technology changes our lives all the time, and virtual reality technology pushes our lives further into a new situation, turning things in the real world into virtualization. Everyone can break through the limitations of time and space, according to their own. Ideas create operations that you want to experience; no matter where you are, you can empathize with your own experience, and digital media art is a combination of art design concepts and computer technology to show through the media [9]. Digital media can make us feel a dynamic and diverse artistic landscape. When digital multimedia art is combined with virtual reality technology, it can increase the interactive experience between the experiencer and digital media. Feel the beauty of art in a virtual space [10].

The VR space built from VR technology also enriches the public experience of viewing art. Using virtual reality technology, the artist can leverage his imagination so that possible scenes cannot be created in the past, so past impossible scenes can be drawn from exciting emotions in order to get closer to work to a closer understanding of the work [11]. There is also a virtual reality theater that uses this method. It is a fully immersive virtual reality system that completely surrounds the audience with several high cube screens and displays the same content on each cube screen at the same time, so that the audience is completely immersed. While viewing these images on these screens at the same time, immerse yourself in the virtual world of images [12].

3. Experimental Study on Digital Media Art Experience Mode under Virtual Reality Technology

3.1. Experimental Method

Features are used to establish a matching relationship between two images. Extracting “good” feature points is a key step in image matching. The difficulty of feature extraction lies in automatic, stable, and consistent feature extraction. The main type of feature points is corner points. The most commonly used corner detection algorithm is the Harris corner detection algorithm.

3.1.1. Harris Corner Detection Algorithm

First, calculate the gradient of each pixel in the grayscale image to be processed in the horizontal direction and the vertical direction, and the product of the two, so that 3 new images can be obtained. The attribute values corresponding to each pixel in the 3 new images represent I, I, and I, respectively.

Select the local extreme points. The Harris approach suggests that the feature points are pixels that correspond to very interesting values in a local region. Therefore, after calculating the interest value for each pixel, we must extract all the points with the largest local value of interest in the original image. In practice, the maximum can be extracted from the window area centered on each pixel. If the pixel value of interest at the center point is the maximum, the pixel point is a feature point.

3.2. Experimental Data Collection

The implementation process of the experiment is mainly to examine the experience satisfaction of the students using the VR video, then compare the traditional teaching methods, analyze the results, and enable the students to complete the operation and evaluate the VR video in the process of operating the VR video. Students understand the deficiencies in the production process of the evaluation results of the VR video design, so as to provide reference for the subsequent application of more VR videos in education and teaching. Throughout the implementation process, students' experiences and feelings will be acquired through questionnaire surveys and interviews, and data will be analyzed on the collected results.

4. Analysis of Experimental Results of Digital Media Art Experience Mode under Virtual Reality Technology

4.1. Investigation and Analysis of Virtual Media Art Cognition

A total of 700 questionnaires were issued in this survey, and 700 were actually recovered, of which 700 were valid questionnaires, and the recovery rate and effective rate were both 100%. The first questionnaire survey is a survey of digital media art students' cognition of VR technology, and the statistical results are shown in Figure 1.

Figure 1

Investigation and analysis of interest in virtual media art.

As shown in Figure 1, most students do not know much about VR technology. Only 48.57% of students have learned about it, and only 21.42% of students have experienced it. This shows that the proportion of people who have experienced it is relatively small. At the same time, 92.86% and 94.28 surveys expressed expectations and interest in VR technology, indicating that the combination of VR technology in digital media art has a broad application prospect.

4.2. Analysis of Interactive Experience of Digital Media Art

Analyze the interactive experience mode of the students in the three classes of digital media majors, and choose a well-closed, well-lit laboratory, so that the research object can be in a closed experimental environment without external interference. The analysis results are shown in Table 1.

Table 1

Digital media art interactive experience analysis table.

Experience mode	Sensory experience	Interactive experience	Cognitive experience
Class A	4.5	4.1	4.8
Class B	4.2	4.1	4.6
Class C	4.2	4.4	4.7
Average	4.3	4.2	4.7

As shown in Figure 2, in the digital media art interactive experience analysis, the three sensory experiences were 4.5, 4.2, and 4.2, the average score was 4.3, and the three interactive experience scores were 4.1, 4.1, and 4.4. The average score was 4.2, and the three cognitive experience lessons had 4.8, 4.6, and 4.7, and an average score of 4.7. Full score is 5, a very high score in the three dimensions, indicating that this digital media art interactive experience design brings students a good sensory experience, interactive experience, and cognitive experience, among which students have the highest average score and the lowest interactive experience.

Figure 2

Digital media art interactive experience analysis diagram.

4.3. Analysis of Satisfaction with Cognitive Experience Dimensions

The cognitive experience dimension includes four evaluation indicators: helpful, exploratory, pleasurable, and anticipatory. Since cognitive experience is most recognized by students, the four indicators in the cognitive dimension are analyzed. The analysis results are shown in Table 2.

Table 2

Cognitive experience dimension satisfaction analysis.

Experience mode	Helpful	Exploratory	Pleasure	Anticipation
Class A	4.5	4.9	4.7	5.0
Class B	4.6	5.0	4.7	4.7
Class C	4.4	4.8	4.4	4.7
Average	4.5	4.9	4.6	4.8

As shown in Figure 3, among the four indicators of help, exploratory, enjoyable, and anticipatory, the one with the highest average score is exploratory. This is because VR technology provides a lot of space for exploration, allowing the experiencer to give full play to their vision. The richness of the senses. The students in the three classes gave high scores of 4.9, 5.0, and 4.8, and the final average score was 4.9. The experiencers were fully immersed in the cognitive experience. The lowest average score was helpful, indicating that the functional aspects need to be strengthened.

Figure 3

Dimensional satisfaction analysis diagram of cognitive experience.

4.4. Comparative Analysis of Traditional Teaching and VR Teaching Modes

In the teaching research of this article, the VR teaching mode and the traditional teaching mode are also compared and analyzed. Through the analysis of the voting survey of 55 students, the analysis is mainly conducted from the following 5 questions. The analysis results are shown in Table 3.

Table 3

Comparative analysis of traditional teaching and virtual reality teaching modes.

Experience mode	Virtual teaching	Traditional teaching
Multiangle observation	40	15
Multisensory participation	42	13
Visual impact	45	10
Discomfort	25	30
Artistic conception	50	5

As shown in Figure 4, according to the voting results of 55 students, it can be seen that the use of real virtual teaching mode is more popular with students than the traditional teaching mode. 40 students believe that in virtual teaching, you can watch the scene in the picture from multiple angles at will, 42 students think that virtual teaching can bring a multisensory experience, 45 students think that virtual teaching can bring a stronger visual impact, 25 students think that virtual teaching will be uncomfortable, which may be due to that visual effect will cause discomfort, and this is where it needs to be improved. 90% of the students who have sung believe that virtual teaching has a sense of artistic beauty, which is a big improvement compared to traditional teaching. I can feel better by being there.

Figure 4

Comparative analysis of traditional teaching and virtual reality teaching modes.

5. Conclusions

This article combines digital media art and virtual reality technology to analyze the sensory, interactive, and cognitive experiences brought by virtual reality technology. The use of virtual reality technology in digital media can enrich the artistic atmosphere of the audience. While people cherish art, changes in experience will have a greater impact on people's lives. If we combine the art language of digital media art with the power of virtual reality technology, we will create a new form of art language. Digital media technology can improve some of the emotional needs expressed by artists in the creative process and enable art to find new strategies in this new development direction. In terms of experience, the perception, psychological, and aesthetic experience of life will be constantly updated with the way the experience changes. As technology evolves, integrate technology into our experience, creating real emotions through technology.