Aprendizaje basado en simulación con realidad virtual

Mariscal, Gonzalo; García, Eva Jiménez; Urías, María Dolores Vivas; Duarte, Sara Redondo; Pérez, Sonia Moreno

doi:10.14201/eks.20809

Cited by 15 publications

(5 citation statements)

References 14 publications

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“…Investigaciones realizadas han determinado el potencial que tiene la realidad virtual como recurso didáctico en todos los niveles educativos (Oliveros-Castro & Núñez-Chaufleur, 2020;Granados & Moreno, 2010;Carrillo-Villalobos & Montalvo, 2016). Otras investigaciones abordan el impacto positivo que genera la realidad virtual en los aprendizajes del alumnado (Ayala Pezzutti et al, 2020;Calderón et al, 2020;Mariscal et al, 2020).…”

Section: Conclusionesunclassified

Revisión de la producción científica sobre la Realidad Virtual entre 2016 y 2020 a través de Scopus y WOS

Valencia

Rivas

Palmero

et al. 2021

EDMETIC

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Este artículo presenta un estudio de las publicaciones científicas reportadas por las bases de datos Scopus y WOS sobre realidad virtual y educación. El objetivo de esta investigación fue analizar la producción científica desde el 2016 al 2020. Se utilizó un método de revisión bibliométrica de la literatura específica basado en el análisis de indicadores predefinidos y completado con una síntesis cualitativa de contenido. Los resultados obtenidos apuntaron a hacia la existencia de un gran interés en la comunidad científica por profundizar sobre la realidad virtual y educación. La producción ha ido aumentando progresivamente en cada año, siendo 2020 el más prolífero. Las instituciones de mayor producción y los autores más citados pertenecen a países de norte de Europa. En esta zona geográfica se ubica el mayor interés por el uso educativo de la realidad virtual. Instituciones de China y Canadá destacan por el aumento de sus investigaciones en los últimos años. Las conclusiones ponen de manifiesto que la realidad virtual es una tecnología educativa emergente, que tiene todavía importantes limitaciones asociadas a sus costos y complejidad técnica para el profesorado; pero que promueve importantes mejoras didácticas en el ámbito de la motivación y el aprendizaje significativo.

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Section: Conclusionesunclassified

Revisión de la producción científica sobre la Realidad Virtual entre 2016 y 2020 a través de Scopus y WOS

Valencia

Rivas

Palmero

et al. 2021

EDMETIC

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“…Additionally, effective simulation training requires highly specialized instructors and presents a steep learning curve. [9,10] In this evolving landscape, virtual reality (VR) emerges as a potentially revolutionary solution [11] [12,13]. VR offers several key advantages over traditional simulation methods, including deeper immersion in clinical scenarios, near-perfect reproducibility, standardization of training scenarios, the incorporation of an emotional component, and scalability.…”

Section: Introductionmentioning

confidence: 99%

Innovative Approaches in Pericardiocentesis Training: A Comparative Study of 3D-Printed Mannequins and Virtual Reality Simulations

Rubio-López,

García-Carmona,

Zarandieta-Román

et al. 2024

Preprint

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Background The CoBaTrICE program (Competency Based Training Program in Intensive Care Medicine) has been instrumental in standardizing intensive care training across Europe. Among the various procedures taught, pericardiocentesis is notably challenging due to its high-risk nature. This study aims to compare the efficacy and stress levels induced by two simulation models for pericardiocentesis training: a traditional 3D-printed mannequin and a virtual reality (VR) model. Methods A pilot, before and after study was conducted with last-year medical students. Participants were trained using both a 3D-printed mannequin and a VR model. Learning outcomes were assessed using a questionnaire modeled after the Objective Structured Clinical Examination (OSCE). Stress levels were measured through Heart Rate Variability (HRV) analysis, supplemented by the Biosignal plux system for real-time biometric data collection. Results Thirty-six students participated, with no significant differences in learning outcomes between the two models, except in parameters requiring fine motor skills. Stress levels, as measured by HRV, showed no statistically significant differences between the two simulations models. Conclusion The study suggests that VR model is as effective as 3D printed for pericardiocentesis training. Take Home Message The study demonstrates that virtual reality (VR) and traditional 3D-printed mannequins are equally effective for training medical students in pericardiocentesis, with no significant difference in learning outcomes or induced stress levels. This suggests that VR could be a viable, resource-efficient alternative in intensive care medicine training, particularly for high-risk procedures. Tweet Study finds VR as effective as 3D mannequins for pericardiocentesis training in med students, offering equal learning and stress levels. #MedEd #VRinMedicine

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“…Although its origins date to the 1960s, the costs of the equipment necessary for its operation have long been one of the main barriers to its distribution. However, the emergence of more affordable virtual reality hardware for games and entertainment has promoted a resurgence of virtual reality in recent years [22], sparking great interest in the field of education, especially concerning the imminent need to incorporate new technologies to improve teaching-learning processes [23] [24]. Thus, we analyze VR's properties of presence and immersion, which are considered key factors to strengthen learning.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality Platform for Sustainable Road Education among Users of Urban Mobility in Cuenca, Ecuador

Leon-Paredes¹,

Bravo-Quezada²,

Sacoto-Cabrera³

et al. 2022

IJACSA

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A traffic accident is an event generated in an unforeseen way that is beyond the control of the people involved, which can produce bodily, functional, or organic injuries, leading to death or disability in the worst cases. According to the Empresa P ública Municipal de Movilidad, Tránsito y Transporte de Cuenca (EMOV-EP), the total accidents recorded in 2021 were, 24.97% due to ignoring traffic signs, 21.11% due to not paying attention to traffic, and 16.94% due to driving under the influence of alcohol. The EMOV-EP, is the responsible for the regulation of human mobility. Thus, the EMOV-EP in conjunction with the Universidad Politécnica Salesiana (UPS) have introduced the next research question: How can a road safety education strategy, supported by Information and Communication Technologies (ICTs), can be developed to contribute to the improvement of the behavior of citizens to increase their knowledge of the traffic laws and regulations, and thus reduce the number of accidents in the city of Cuenca? Furthermore, in this paper we present the development of a Virtual Reality (VR) platform designed for road safety education. The platform is composed of a Web system, and 4 VR systems (games) that have been designed for 4 common causes of accidents respectively (drunk drivers, highspeed drivers, cyclists riding in bicycle lanes, and users of the tram transport system), using a serious games approach and the Oculus Rift/Quest technology. We have found that more than 80% of users have had a very good experience of playing and learning through the VR systems. Hence, this virtual reality platform constitutes a technological proposal with social impact because it creates an entertainment environment that can raise awareness among citizens, thereby strengthening road safety education and reducing the number of accidents in the city of Cuenca.

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Aprendizaje basado en simulación con realidad virtual

Cited by 15 publications

References 14 publications

Revisión de la producción científica sobre la Realidad Virtual entre 2016 y 2020 a través de Scopus y WOS

Revisión de la producción científica sobre la Realidad Virtual entre 2016 y 2020 a través de Scopus y WOS

Innovative Approaches in Pericardiocentesis Training: A Comparative Study of 3D-Printed Mannequins and Virtual Reality Simulations

Virtual Reality Platform for Sustainable Road Education among Users of Urban Mobility in Cuenca, Ecuador

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