Evaluación de entornos inmersivos 3D como herramienta de aprendizaje B-Learning

  1. Óscar González-Yebra 1
  2. Manuel A. Aguilar 1
  3. Fernando J. Aguilar 1
  4. Manuel Lucas 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

Aldizkaria:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Argitalpen urtea: 2018

Alea: 21

Zenbakia: 2

Orrialdeak: 417-440

Mota: Artikulua

DOI: 10.5944/EDUCXX1.16204 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Educación XX1: Revista de la Facultad de Educación

Garapen Iraunkorreko Helburuak

Laburpena

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. Overall, the student response in relation to the theoretical component of the subject has been broadly positive, although they clearly preferred face-to-face 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.

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