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Título : Evaluation of 3D immersive environments in B-learning implementations
Otros títulos : Evaluación de entornos inmersivos 3D como herramienta de aprendizaje B-learning
Autor: González Yebra, Óscar
Aguilar, Manuel Ángel
Aguilar, Fernando José
Lucas Matheu, Manuel Null
Palabras clave : Blended learning
Educational innovation
Higher education
Kanos model
Second life
Student satisfaction
Area de conocimiento FRASCATI amplio: 5. Ciencias Sociales
Area de conocimiento FRASCATI detallado: 5.9.1 Ciencias Sociales Interdisciplinarias
Area de conocimiento FRASCATI específico: 5.9 Otras Ciencias Sociales
Area de conocimiento UNESCO amplio: 01 - Educación
Area de conocimiento UNESCO detallado: 0111 - Ciencias de la Educación
Area de conocimiento UNESCO específico: 011 - Eduación
Fecha de publicación : 2018
Volumen: volumen 21, issue 2
Fuente: Educación XXI
metadata.dc.identifier.doi: 10.5944/educXX1.16204
Tipo: ARTÍCULO
Abstract: 
This work has been developed within the framework of a project of educational innovation aimed at adapting the University of Almeria to the European Higher Education Area. Its general objective was to investigate the feasibility of applying 3D immersive environments for distance teaching and learning. In this sense, the use of the widely known platform Second Life has been evaluated with regards to efficiently complementing the traditional faceto- face learning method applied in the subject of Computer Aided Design, maintaining insofar as possible the feeling of belonging to a classroom for all the classmates involved. The study was conducted throughout three different phases. In the first one, the procedure for experimental research was designed and planned. In the second stage, several working sessions focused on putting the proposed method into practice were carried out, later obtaining the opinion of the students through a specific questionnaire. Within the third phase, an adapted version of the well-known Kano’s model was applied to quantitatively assess student satisfaction with both the 3D immersive environment interface and the synchronous and distance learning method tested. teaching in the case of the purely practical component (CAD laboratory). The findings obtained in this study may be useful for teachers/researchers who are interested in the design of similar virtual classrooms. It can also help progress towards effective strategies for promoting the use of B-Learning experiences supported by 3D immersive environments. © 2018, Universidad Nacional de Educacion a Distancia. All rights reserved.
Resumen : 
This work has been developed within the framework of a project of educational innovation aimed at adapting the University of Almeria to the European Higher Education Area. Its general objective was to investigate the feasibility of applying 3D immersive environments for distance teaching and learning. In this sense, the use of the widely known platform Second Life has been evaluated with regards to efficiently complementing the traditional faceto- face learning method applied in the subject of Computer Aided Design, maintaining insofar as possible the feeling of belonging to a classroom for all the classmates involved. The study was conducted throughout three different phases. In the first one, the procedure for experimental research was designed and planned. In the second stage, several working sessions focused on putting the proposed method into practice were carried out, later obtaining the opinion of the students through a specific questionnaire. Within the third phase, an adapted version of the well-known Kano’s model was applied to quantitatively assess student satisfaction with both the 3D immersive environment interface and the synchronous and distance learning method tested. teaching in the case of the purely practical component (CAD laboratory). The findings obtained in this study may be useful for teachers/researchers who are interested in the design of similar virtual classrooms. It can also help progress towards effective strategies for promoting the use of B-Learning experiences supported by 3D immersive environments. © 2018, Universidad Nacional de Educacion a Distancia. All rights reserved.
URI : https://www.scopus.com/record/display.uri?eid=2-s2.0-85048511895&doi=10.5944%2feducXX1.16204&origin=inward&txGid=d261f2fe4f1bab8c08f448a3b7ff393d
URI Fuente: http://revistas.uned.es/index.php/educacionXX1/issue/view/1210
ISSN : 1139-613X, e 2174-5374
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