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dc.contributor.authorGonzález Yebra, Óscar
dc.contributor.authorAguilar, Manuel Ángel
dc.contributor.authorAguilar, Fernando José
dc.contributor.authorLucas Matheu, Manuel Null
dc.date.accessioned2019-08-08T14:12:35Z-
dc.date.available2019-08-08T14:12:35Z-
dc.date.issued2018
dc.identifier.issn1139-613X, e 2174-5374
dc.identifier.urihttps://www.scopus.com/record/display.uri?eid=2-s2.0-85048511895&doi=10.5944%2feducXX1.16204&origin=inward&txGid=d261f2fe4f1bab8c08f448a3b7ff393d
dc.descriptionThis 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.
dc.description.abstractThis 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.
dc.language.isoes_ES
dc.sourceEducación XXI
dc.subjectBlended learning
dc.subjectEducational innovation
dc.subjectHigher education
dc.subjectKanos model
dc.subjectSecond life
dc.subjectStudent satisfaction
dc.titleEvaluation of 3D immersive environments in B-learning implementations
dc.title.alternativeEvaluación de entornos inmersivos 3D como herramienta de aprendizaje B-learning
dc.typeARTÍCULO
dc.ucuenca.idautorSgrp-1909-1
dc.ucuenca.idautorSgrp-1909-2
dc.ucuenca.idautorSgrp-1909-3
dc.ucuenca.idautorAAG930037
dc.identifier.doi10.5944/educXX1.16204
dc.ucuenca.versionVersión publicada
dc.ucuenca.areaconocimientounescoamplio01 - Educación
dc.ucuenca.afiliacionGonzález, Ó., Universidad de Almería (Almería), Almería, España; González, Ó., Universidad de Málaga (Málaga), Málaga, España
dc.ucuenca.afiliacionAguilar, M., Universidad de Almería (Almería), Almería, España; Aguilar, M., Universidad de Málaga (Málaga), Málaga, España; Aguilar, M., Universidad de Cordoba, Cordoba, España
dc.ucuenca.afiliacionAguilar, F., Universidad de Almería (Almería), Almería, España; Aguilar, F., Universidad de Cordoba, Cordoba, España; Aguilar, F., Universidad de Málaga (Málaga), Málaga, España
dc.ucuenca.afiliacionLucas, M., Universidad de Cuenca, Cuenca, Ecuador; Lucas, M., Universidad de Almería (Almería), Almería, España; Lucas, M., Universidad de Sevilla, Sevilla, España; Lucas, M., University of Madrid, Madrid, España
dc.ucuenca.volumenvolumen 21, issue 2
dc.ucuenca.indicebibliograficoSCOPUS
dc.ucuenca.factorimpacto0.611
dc.ucuenca.cuartilQ2
dc.ucuenca.numerocitaciones0
dc.ucuenca.areaconocimientofrascatiamplio5. Ciencias Sociales
dc.ucuenca.areaconocimientofrascatiespecifico5.9 Otras Ciencias Sociales
dc.ucuenca.areaconocimientofrascatidetallado5.9.1 Ciencias Sociales Interdisciplinarias
dc.ucuenca.areaconocimientounescoespecifico011 - Eduación
dc.ucuenca.areaconocimientounescodetallado0111 - Ciencias de la Educación
dc.ucuenca.urifuentehttp://revistas.uned.es/index.php/educacionXX1/issue/view/1210
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