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The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.

The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.

The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.

The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.

This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.

Understanding the fluid flow through rock masses, which commonly consist of rock matrix and fractures, is a fundamental issue in many application areas of rock engineering. As the equivalent porous medium approach is the dominant approach for engineering applications, it is of great significance to estimate the equivalent permeability tensor of rock masses. This study aims to develop a novel numerical approach to estimate the equivalent permeability tensor for fractured porous rock masses.

The radial point interpolation method (RPIM) and finite element method (FEM) are coupled to simulate the seepage flow in fractured porous rock masses. The rock matrix is modeled by the RPIM, and the fractures are modeled explicitly by the FEM. A procedure for numerical experiments is then designed to determinate the equivalent permeability tensor directly on the basis of Darcy’s law.

The coupled RPIM-FEM method is a reliable numerical method to analyze the seepage flow in fractured porous rock masses, which can consider simultaneously the influences of fractures and rock matrix. As the meshes of rock matrix and fracture network are generated separately without considering the topology relationship between them, the mesh generation process can be greatly facilitated. Using the proposed procedure for numerical experiments, which is designed directly on the basis of Darcy’s law, the representative elementary volume and equivalent permeability tensor of fractured porous rock masses can be identified conveniently.

A novel numerical approach to estimate the equivalent permeability tensor for fractured porous rock masses is proposed. In the approach, the RPIM and FEM are coupled to simulate the seepage flow in fractured porous rock masses, and then a numerical experiment procedure directly based on Darcy’s law is introduced to estimate the equivalent permeability tensor.