AIGC Empowers Theoretical Teaching Visualization and Scaffold Construction

DOI

10.2991/978-2-38476-569-0_50How to use a DOI?

Keywords

AIGC; Multimedia theory teaching; Concretization; Cognitive scaffolding; Teaching reconstruction

Abstract

Multimedia Technology, a core theoretical course for digital media majors, is increasingly challenged by rapid technology iteration and the abstract nature of mathematically intensive content. While industry standards update within months, textbooks and classroom cases often lag by years, leading students to perceive what they learn as outdated and to rely on rote memorization that transfers poorly to authentic problem solving. This paper proposes an AIGC-empowered reform framework that reconfigures pure theoretical teaching through three mechanisms: concretization of symbolic systems (transforming formulas into manipulable multimodal representations), visualization of logical chains (supporting dynamic reasoning via interactive simulations and counterfactual demonstrations), and stratification of cognitive scaffolds (providing adaptive support aligned with learners’ zone of proximal development). Based on these mechanisms, we construct a three-stage teaching model—theoretical visualization, logical concretization, and cognitive systematization—implemented through problem-driven preparation, interactive concept presentation, and collaborative verification and exploration. The approach further integrates AI-assisted lesson planning, a dual-teacher classroom in which instructors lead instructional logic while AI addresses personalized questions in real time, and a dynamic evaluation system that generates cognitive diagnosis reports from interaction data. Empirical results indicate improvements in conceptual accuracy, logical reasoning, and learning engagement, demonstrating AIGC’s value as a “cognitive translator” that shifts instruction from symbolic memorization to meaning construction.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Weiying Li
PY  - 2026
DA  - 2026/05/01
TI  - AIGC Empowers Theoretical Teaching Visualization and Scaffold Construction
BT  - Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)
PB  - Atlantis Press
SP  - 401
EP  - 406
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-569-0_50
DO  - 10.2991/978-2-38476-569-0_50
ID  - Li2026
ER  -