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

Revue:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Année de publication: 2018

Volumen: 21

Número: 2

Pages: 417-440

Type: Article

DOI: 10.5944/EDUCXX1.16204 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Educación XX1: Revista de la Facultad de Educación

Objectifs de Développement Durable

Résumé

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.

Références bibliographiques

  • Aguilar, F.J., Lucas, M., Aguilar, M.A., Reca, J., Luque, A., Cardona, A. & Carrión, J.J. (2016). 3D Immersive Evironments in Higher Education Blearning Implementations. Preliminary Results. En X. Fischer, A. Daidie, B. Eynard y M. Paredes (Eds.). Research in Interactive Design (Vol. 4, pp. 624-628). Switzerland: Springer International.
  • Beltrán Sierra, L.M., Gutiérrez, R.S. & Garzón-Castro, C.L. (2012). Second Life as a support element for learning electronic related subjects: A real case. Computers & Education, 58(1), 291-302. 10.1016/j.compedu.2011.07.019
  • Berger, C., Blauth, R., Boger, D., Bolster, C., Burchill, G., DuMouchel, W. & Walden, D. (1993). Kano’s Methods for Understanding Customer-defined Quality. Center for Quality Management Journal, 2(4), 3-36.
  • Bowers, K.W., Ragas, M.W. & Neely, J.C. (2009). Assessing the value of virtual worlds for post-secondary instructors: a survey of innovators, early adopters and the early majority in Second Life. International Journal of Humanities and Social Sciences, 3(1), 40-50.
  • Burgess, M.L., Slate, J.R., Rojas-LeBouef, A. & LaPrairie, K. (2010). Teaching and Learning in «Second Life»: Using the Community of Inquiry (CoI) Model to Support Online Instruction with Graduate Students in Instructional Technology. Internet and Higher Education, 13(1), 84-88. 10.1016/j.iheduc. 2009.12.003
  • Cheng, G. (2014). Exploring Students’ Learning Styles In Relation to Their Acceptance and Attitudes Towards Using Second Life in Education: A Case Study in Hong Kong. Computers & Education, 70, 105-115. 10.1016/j./compedu.2013.08.011
  • Cheong, D. (2010). The effects of practice teaching sessions in Second Life on the change in pre-service teachers’ teaching efficacy. Computers & Education, 55, 868-880. 10.1016/j.compedu.2010.03.018
  • Clarke, J., Dede, C., Ketelhut, D.J. & Nelson, B. (2006). A design-based research strategy to promote scalability for educational innovations. Educational Technology, 46(3), 27-36.
  • Dickey, M.D. (2003). Teaching in 3D: pedagogical affordances and constraints of 3D virtual worlds for synchronous distance learning. Distance Education, 24(1), 105-121. 10.1080/01587910303047
  • Dickey, M.D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of active worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451. 10.1111/j.1467-8535.2005.00477.x
  • Dieterle, E. & Clarke, J. (2007). Multiuser virtual environments for teaching and learning. En M. Pagani (Ed.). Encyclopedia of multimedia technology and networking, 2nd ed. Hershey, PA: Idea Group, Inc.
  • Gámiz-Sánchez, V. y Gallego-Arrufat, M.J. (2016). Modelo de análisis de metodologías didácticas semipresenciales en Educación Superior. Educación XX1, 19(1), 39-61, doi: 10.5944/educXX1.13946
  • Garzón, C.L., Beltrán, L.M. y Martínez, P. (2009). Estudio de percepción sobre metodologías de enseñanza de temas de electrónica en programas diferentes a Ingeniería Electrónica. Revista Educación en Ingeniería, 8, 93-101. Recuperado de http://goo.gl/VMc7Xp
  • Guerra, S., González, N. y García-Ruiz, R. (2010). Utilización de las TIC por el profesorado universitario como recurso didáctico. Comunicar, 35, 141-148. 10.3916/C35-2010-03-07
  • Hinojo, F.J., Aznar, I. y Cáceres, M.P. (2009). Percepciones del alumnado sobre el blended learning en la universidad. Comunicar, 33, 165-174. 10.3916/c33-2009-03-008
  • Hinrichs, R., Hill, V. & Patterson, D. (2011). Book review: Higher education in Virtual Worlds: Teaching and Learning in Second Life. En C. Wankel y J. Kingsley (Eds.). Information Processing and Management, 47, 143-146. 10.1016/j.ipm.2010.04.002
  • Imbernón, F., Silva, P. y Guzmán, C. (2011). Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial. Comunicar, 36, 107-114. 10.3916/C36-2011-03-01
  • Kano, N., Seraku, N., Takahashi, F. & Tsuji, S. (1984). Attractive Quality and Must-Be Quality. The Journal of Japanese Society for Quality Control, 14(2), 39-48
  • Klastrup, L. (2003). A poetics of virtual worlds. Presentado en el Congreso Digital Arts and Culture-DAC 2003, Melbourne, Australia. Recuperado de http://goo.gl/aB3t8e
  • Kuo, Y.F. (2004). Integrating Kano’s Model into Web-community Service Quality. Total Quality Management & Business Excellence, 15(7), 925-939. 10.1080/14783360410001681854
  • Martín García, A.V., García del Dujo, A. y Muñoz Rodríguez, J.M. (2014). Factores determinantes de adopcion de Blended Learning en Educacion Superior. Adaptación del modelo Utaut. Educación XX1, 17(2), 217-240. 10.5944/educxx1.17.2.11489
  • Matzler, K., Bailom, F., Hinterhuber, H.H., Renzl, B. & Pichler, J. (2004). The asymmetric relationship between attribute-level performance and overall customer satisfaction: a reconsideration of the importanceperformance analysis. Industrial Marketing Management, 33(4), 271-277. 10.1016/S0019-8501(03)00055-5
  • Monahan, T., McArdle, G. & Bertolotto, M. (2008). Virtual reality for collaborative e-learning. Computers & Education, 50, 1339-1353. 10.1016/j.compedu.2006.12.008
  • Pellas, N. y Kazanidis, I. (2015). On the value of second life for students’ engagement in blended and online courses: A comparative study from the higher education in Greece. Education and Information Technologies, 20(3), 445-466. 10.1007/s10639-013-9294-4
  • Reiser, R.A. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49, 53-64. 10.1007/BF02504506
  • Semerano, F., Carloni, A., Barelli, A., Scapigliati, A. y Gianolio, M. (2008). Second Life: a non-conventional way to teach. Resuscitation, 77(1), S21.10.1016/j.resuscitation.2008.03.071
  • Ting, S.C. & Chen, C.N. (2002). The asymmetrical and non-linear effects of store quality attributes on customer satisfaction. Total Quality Management, 13(4), 547-569.
  • Trindade, J., Fiolhais, C. & Almeida, L. (2002). Science learning in virtual environments: a descriptive study. British Journal of Educational Technology, 33(4), 471-488. 10.1111/1467-8535.00283
  • Violante, M.G. & Vezzetti, E. (2013). Virtual Interactive E-Learning Application: An Evaluation of the Student Satisfaction. Computer Applications in Engineering Education, 23, 72-91. 10.1002/cae.21580
  • Wang, F. & Burton, J.K. (2013). Second Life in education: A review of publications from its launch to 2011. British Journal of Educational Technology, 44(3), 357-371. 10.1111/j.1467-8535.2012.01334.x
  • Warburton, S. (2009). Second Life in higher education: assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414-426. 10.1111/j.1467-8535.2009.00952.x
  • Wehner, A.K., Gump, A.W. & Downey, S. (2011). The Effects of Second Life on the Motivation of Undergraduate Students Learning a Foreign Language. Computer Assisted Language Learning, 24(3), 277-289.
  • Zhang, D., Zhou, L., Briggs, R. & Nunamaker, F. (2006). Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness. Information and Management, 43(1), 15-27.
La source de données: Dialnet