Assessment of Wearable Virtual Reality Technology for Visiting World Heritage Buildings: An Educational Approach

Fonseca, David; Navarro, Isidro; Cano, Isabela de Rentería; Moreira, Fernando; Ferrer, Álvaro; Reina, Oriol de

doi:10.1177/0735633117733995

Cited by 33 publications

(23 citation statements)

References 51 publications

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“…This method is based on a pragmatic paradigm that contemplates the combination of quantitative and qualitative items to evaluate teachers’ and students’ learning. It is is suitable for studies for small samples (less than 10), such as ours, and has successfully been applied in previous studies in educational technology-rich contexts [ 30 ]. The quantitative aspect of the approach consists of questionnaires for the teachers and of students’ learning assessments.…”

Section: Methodsmentioning

confidence: 99%

Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain

Jurado

Fonseca

Coderch

et al. 2020

Sensors

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Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.

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Section: Methodsmentioning

confidence: 99%

Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain

Jurado

Fonseca

Coderch

et al. 2020

Sensors

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“…Para la evaluación cualitativa, nos hemos basado en la realización de una entrevista BLA (Bipolar Laddering Assessment) (Pifarré & Tomico, 2007). Esta metodología previamente validada y utilizada en otros experimentos educativos en combinación con análisis cuantitativos (Fonseca, Martí, Redondo, Navarro, & Sánchez, 2014;Fonseca et al, 2018;Fonseca, Redondo, Valls, & Villagrasa, 2017;Fonseca, Redondo, & Villagrasa, 2015), nos permite obtener de forma rápida y abierta una identificación de variables personales que por el mero hecho de su repetición se posicionan como variables comunes, a las cuales hay que hacer referencia en futuras iteraciones de mejora.…”

Section: B Valoraciones Cualitativasunclassified

Evaluación mixta de actividades transversales en el grado de Arquitectura basadas en la metodología de la “Lesson Study”

Fonseca¹,

Necchi²,

Simon³

et al. 2019

Aprendizaje, Innovación Y Cooperación Como Impulsores Del Cambio Metodológico

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Resumen-El presente trabajo muestra los resultados de la preparación conjunta entre asignaturas de diversas materias, así como la evaluación tanto por parte de profesorado como de alumnado, de una actividad transversal de primer curso de arquitectura en la que se pretende como objetivo fundamental romper los límites entre disciplinas, entendiendo cómo todas ellas representan distintos aspectos de la arquitectura que se funden en un proyecto unitario final. La experiencia se enmarca dentro de las actividades transversales del primer curso de los grados de Estudios en Arquitectura y Arquitectura Técnica y Edificación, y también de una de las prácticas seleccionadas en el proyecto de innovación docente ReCREA, financiado por Aristos Campus Mundus. Los resultados muestran como este tipo de actividades coordinadas motivan especialmente al alumno, aspecto que está directamente relacionado con una mejora curricular.

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“…This statement goes with the one related to the awareness that ancient buildings, sites or artefacts are our legacy and need to be preserved in order to permit their fruition and understanding to future generation (Malegiannaki, Daradoumis, 2017). Another important issue that goes with the use of VR in Cultural Heritage and Museums expositions is the educational approach that these installations can provide (Fonseca et al, 2017). Using VR installation, the knowledge of a site, a building or an artefact is increased because along with the model of the item in 3D metadata and documentation are added in a way that better explain the importance of what is shown.…”

Section: Introductionmentioning

confidence: 99%

The Winckelmann300 Project: Dissemination of Culture With Virtual Reality at the Capitoline Museum in Rome

Barsanti¹,

Malatesta²,

Lella

et al. 2018

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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ABSTRACT:The best way to disseminate culture is, nowadays, the creation of scenarios with virtual and augmented reality that supply the visitors of museums with a powerful, interactive tool that allows to learn sometimes difficult concepts in an easy, entertaining way. 3D models derived from reality-based techniques are nowadays used to preserve, document and restore historical artefacts. These digital contents are also powerful instrument to interactively communicate their significance to non-specialist, making easier to understand concepts sometimes complicated or not clear. Virtual and Augmented Reality are surely a valid tool to interact with 3D models and a fundamental help in making culture more accessible to the wide public. These technologies can help the museum curators to adapt the cultural proposal and the information about the artefacts based on the different type of visitor's categories. These technologies allow visitors to travel through space and time and have a great educative function permitting to explain in an easy and attractive way information and concepts that could prove to be complicated. The aim of this paper is to create a virtual scenario and an augmented reality app to recreate specific spaces in the Capitoline Museum in Rome as they were during Winckelmann's time, placing specific statues in their original position in the 18th century.

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Assessment of Wearable Virtual Reality Technology for Visiting World Heritage Buildings: An Educational Approach

Cited by 33 publications

References 51 publications

Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain

Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain

Evaluación mixta de actividades transversales en el grado de Arquitectura basadas en la metodología de la “Lesson Study”

The Winckelmann300 Project: Dissemination of Culture With Virtual Reality at the Capitoline Museum in Rome

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