A novel approach for tourism and education through virtual Vitoria-Gasteiz in the 16^th century

Abstract

This paper introduces new approaches to the educational and tourism domains of Vitoria-Gasteiz in the 16 th century. Both spheres present considerable technology breakthroughs to be used in cultural heritage conservation and preservation, as well as to engage the population in cultural knowledge through serious games. The material presented in this paper concerns the transmission of cultural heritage applied mainly to the two areas mentioned above. The game is based on a virtual model of Vitoria-Gasteiz's (Spain)Old Quarter in the 16 th century. The virtual reconstruction has been divided in two phases. The first reconstruction stage is focused on the more significant buildings of that époque, while the second is focused on a procedural software that was used for the automatic re-creation of the majority of the buildings.These paper analyzies previous studies on motivation and the value serious games have to offer for education and tourism. In relation to tourism, Virtual Reality's utility as a preservation tool derives from its potential to educate and create experiences. This allows visitors to Vitoria-Gasteiz to complement their visit and experience in a virtual way through participation in a game -'in situ' on the streets of the city.

Application of Knowledge Chain in the Construction of Online Tourism Education Resources

“…In each OTER knowledge chain, every knowledge unit is associated to a number of OTERs, which have association weights between them. The association weight between OTERs P1 and P2 can be calculated by: (18) Similarly, the association weights between P1 and P4, P3 and P2, as well as P4 and P2 can be obtained as AWP1, P4, AWP2, P3, and AWP2, P4, respectively. Let i(i=0, 1.…”

“…With the aim to develop a teaching model based on mobile technology and elearning environment, Vuojärvi et al [17] introduced the theoretical bases for the model design, and tried to build a work-based teaching model for mobile learning in tourism education. Perez-Valle and Sagasti [18] summarized the previous research into the value of virtual reality (VR) in education and tourism, and clarified the potential of VR as a protective tool in tourism education and experience generation. Eriksson [19] surveyed the cognition of smartphones among vocational tourism students before and after using smartphones, and provided these highly mobile students with smartphones, in hope of reflecting their learning possibility, and improving their communication with tutors during the apprenticeship.…”

Психофизиологическое Состояние Индивида В Процессе Обучения С Использованием Технологии VR

“…И вполне очевидно, что образование, как процесс обучения, стоит на передовой среди сфер, требующих развития. Многие авторы обозначают особую значимость применения инновационных технологий в обучении [4,5].…”

La Realidad Virtual como mediadora de aprendizajes

“…Las aplicaciones de RV pueden permitir a los/as estudiantes explorar y aprender a su propio ritmo y repetir las experiencias tantas veces como lo deseen (Tredinnick et al, 2014). Esto resulta atractivo tanto para los/as estudiantes como para los educadores, ya que les permite enseñar diferentes habilidades (Angeloni et al, 2012;Chang et al, 2014;Chung, 2012;Gieser et al, 2013;Perez-Valle & Sagasti, 2012).…”