随着科学技术的不断发展和人们对教育的重视加深，越来越多的高新技术被运用到教育当中。科技场馆作为校外教育场所，一直为学生的非正式教育提供非常大的贡献。学生在科技场馆里可以接触到最新科技的教育产品，在使用这些展品的时候与所学知识进行交互，可以有效地提升他们对知识的理解程度。自然交互是所有的交互方式中人们最常用也是最熟悉的交互，它指的是在虚拟空间中，人可以使用各种感官器官直接与虚拟物体发生交互。但是，在科技场馆中，对于表现微观现象和宏观现象这些抽象知识点的展品大多只提供观看效果或者借助鼠标、键盘等设备进行交互，而支持自然交互的产品很少。 基于此，本研究设计并开发了一款基于手势控制的可交互式立体投影教学工具，这款教学工具在诸多方面满足了学生的要求，与借助鼠标或键盘的多媒体课件相比，该教学工具可实现与学习内容自然交互的功能，同时结合立体投影技术使得科技感、立体感和趣味性加强。在本研究中，采用基于设计的研究范式（Design-Based Research，简称DBR），通过为具体问题设计开发教学工具，采用迭代完善的方法，实现理论与实践的双重发展。以“化学物质的组成过程”和“分子化合物的球棍结构”为例，从发现问题、理论驱动、设计研发、技术开发、实施评价以及总结反思六个部分开展研究，在理论—技术—实践—评价反思的交互中迭代循环。通过在真实的学习情境中实践，总结学习者对教学工具的使用感受以及教学工具对学生学习效果的影响，为后续不断充实和完善研究框架和教学工具提供依据，也为以后的相关技术发展提供方向。论文主要包括以下研究内容： （1）设计开发一款基于手势控制的可交互式立体投影教学工具，来解决科技场馆目前所面临的与微观或宏观等抽象事物自然交互的问题，通过解决手势跟踪技术和立体投影技术结合的困难、虚拟场景的建设、学习内容的设置以及相关设备的选择和制作，实现教学工具的开发和应用。 （2）研究可交互式立体投影教学工具对学生学习效果的影响以及学习者对该教学工具的认知易用性、认知有用性、沉浸感和满意程度的评价，将基于设计的研究贯穿研究过程进行迭代实验，做到了理论联系实践。 通过调查研究和观察、访谈研究发现，本研究设计开发的教学工具可以帮助学生提高学习满意度，它可以帮助学习者轻松观察微观现象的特征和变化过程，将抽象知识具体化，并可与之进行自然交互并探究。鉴于此，研究者认为将其引入科技场馆，作为学习者课外辅导和探究工具，可以帮助学习者巩固所学知识并且为以后的学习打下基础。

With the continuous development of science and technology and people’s increasing emphasis on education, more and more high and new technologies have been used in education to achieve the purpose of simplifying education and improving teaching efficiency. As a place for off-campus education, science and technology venues have always provided a great contribution to students’ non-formal education. Students have access to the latest technology education products in science and technology venues. When they use these exhibits, they can interact with the knowledge they learn, which can effectively enhance their understanding of knowledge. Natural interaction is the most commonly used and most familiar interaction in all interaction modes. It refers to the fact that in a virtual space, people can use various sensory organs to directly interact with virtual objects. However, in science and technology venues, most of the exhibits of abstract knowledge points such as microcosmic phenomena and macroscopic phenomena only provide viewing or interaction with devices such as mice and keyboards, and there are almost no products that support natural interaction. Based on this, this study designed and developed an interactive stereo projection teaching tool based on gesture control. This teaching tool satisfies the requirements of students in many aspects. Compared with the multimedia courseware using a mouse or a keyboard, the teaching tool can realize the function of naturally interacting with learning contents. Not only that, it can also combine stereo projection technology to make the sense of technology, three-dimensionality and interest more intensified. In this study, a design-based research paradigm (Design-Based Research, DBR) was adopted. Through the design and development of teaching tools for specific problems, iteratively improved methods were used to achieve the dual development of theory and practice. Taking the “composition process of chemical substances” and “ball and stick structure of molecular compounds” as examples, the research is carried out in six parts: discovery, theory-driven, design and development, technology development, implementation evaluation, and summary reflection. Iterate the cycle in the process of "theory-technology-practice-evaluation and reflection". Through practice in real learning situations, the learners' experience in using teaching tools and the impact of teaching tools on students' learning effects are summed up, which provides a basis for continuous enrichment and improvement of research frameworks and teaching tools, and also provides a basis for subsequent related technological development direction. The article mainly includes the following research contents: (1) Designing and developing an interactive stereo projection teaching tool based on gesture control to solve the problem of natural interaction between scientific and technical venues and the abstract things such as microcosmic or macroscopic. By solve the problem of the combination of gesture tracking technology and stereo projection technology, the construction of virtual scenes, the setting of learning content, and the selection and production of related equipment, to achieve the development and application of teaching tools. (2) Studying the effects of interactive stereo projective teaching tools on student learning outcomes and the learners' appraisal of ease of use, cognitive usefulness, immersion and satisfaction of the teaching tools, The research is based on the design of research through the process of iterative experiments, by this, design-based research is carried through and the theory is promoted in practice. Through investigation, research, observation, and interview research, it was found that the teaching tools designed and developed in this study can help students improve their satisfaction in learning. It can also help learners easily observe the characteristics and changing process of microscopic phenomena, embody the abstract knowledge, and perform natural interactions and explore. In view of this, researchers believe that introducing it into science and technology venues as a learner's extracurricular tutoring and inquiry tool can help learners consolidate what they have learned and lay a foundation for future learning.