Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Abstract

With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence and development. The drama education for preschool children based on multimedia human-computer interaction technology not only expands new teaching methods for the traditional drama education model but also provides a good platform for teachers to choose teaching resources and injects new vitality into preschool children’s music education. This paper proposes the application of multimedia human-computer interaction technology in preschool children’s drama education. We analyze the current preschool children’s drama education curriculum reform that has limitations. The level of teachers’ drama education needs to be improved. Young children lack awareness of drama. Drama education for children lacks strong support from parents and other problems. In order to solve the above problems, we focus on voice interaction technology, image interaction technology, and somatosensory interaction technology in multimedia human-computer interaction technology, which establishes a set of teacher-multimedia-student three-dimensional crossover multidirection learning activity modes. In the multidirection learning mode, students can quickly develop their sense of rhythm. Teachers use image interaction technology to guide students to think about the relationship between content and form, so as to gradually form their own unique style of drama. At the same time, somatosensory interaction technology can cultivate teaching tasks seamlessly connected with the environment, so that students can follow the hologram through hands-on practice. Finally, this paper sets up a questionnaire on the experience of human-computer interaction mode in preschool children’s drama education, mainly to conduct a questionnaire survey on front-line drama teachers, aiming at preschool children’s drama learning activities and teachers’ teaching methods. In numerical experiments, we show teachers’ evaluation of the teaching effect of speech synthesis technology integrated into preschool children’s drama education and the classroom effect evaluation of speech synthesis technology integrated into preschool children’s drama education. The evaluation results show that the application effect of multimedia human-computer interaction technology in preschool children’s drama education is good, which can provide better services for preschool children’s drama education.

Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review

“…There are some studies (n = 4) that applied strictly quantitative methodological tools to extract quantitative/numerical data. Indeed, the researchers of such studies conducted questionnaire surveys and collected quantitative data from both drama teachers and students, for example [8,[50][51][52].…”

“…Drama education is an art discipline that allows children's personalities to shape and develop physically and mentally. Additionally, it cultivates students' imagination and ability for group work, fostering language skills, body coordination, creativity, and better growing up [8]. It is based on students' life experiences and drama methodologies like role playing and improvisations performed by groups of students.…”

“…Through multimedia technology, drama knowledge is more visualized and situational, encouraging students' enthusiasm to participate in the drama learning process [8]. In this study, the researcher focused on applying a three-dimensional interaction technology mode for kindergarten children (voice interaction technology, image interaction technology, and somatosensory interaction technology).…”

“…The experimental results show that the majority of teachers in preschool drama education are very satisfied with the integration of drama art and interactive devices, which make the drama process more dynamic, increase the fun characteristic of drama, enrich the sense of the picture, and make children quickly enter the learning situation. Proper guidance from teachers is suggested; otherwise, children cannot work cooperatively, are immersed, ignore knowledge acquisition, reduce their enthusiasm to learn, and thus result in harmful effects of drama activities and low scores [8].…”

Advancing ADHD education: autonomy, technology, and inclusive strategies

“…It is necessary to strike a balance, ensuring that technology serves as a complement to traditional educational elements. Studies on the application of multimedia human-computer interaction technology in preschool children's drama education highlight the importance of balancing technological advancements with human-centric teaching methods to foster interactive learning experiences [35].…”