Estudio y evaluación de contenidos didácticos en el desarrollo de las habilidades espaciales en el ámbito de la ingeniería

Martín-Gutiérrez, Jorge

doi:10.4995/thesis/10251/7527

Cited by 16 publications

(18 citation statements)

References 118 publications

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“…Similar results were obtained in the study by Martin Gutierrez [20] in which the measurement of learning in that course was performed with an exam in which the highest possible score was 6 points. The participants obtain an average score of 5.71 points.…”

Section: Discussionsupporting

confidence: 86%

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

et al. 2016

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BackgroundThe establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help.MethodsThree teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study.ResultsThe results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids.The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group.ConclusionsThis research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

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Section: Discussionsupporting

confidence: 86%

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

et al. 2016

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“…In the first case, various studies have been conducted to evaluate Virtual Environment (VE) usability [3,4]. Our case was based on ISO 9241-11, which provides usability guidelines as follows: effectiveness, defined as the user's ability to complete tasks during the course, in relation to "accuracy and integrity"; efficiency of the assigned resources related to the expenditure of time and effort for solving the proposed exercise; and satisfaction, understood as the subjective reactions of users regarding the course.…”

Section: Introductionmentioning

confidence: 99%

Academic performance assessment using Augmented Reality in engineering degree course

Sánchez

Redondo

Fonseca

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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The main goal of this report is to address the implementation of Augmented Reality (AR) technology in a university teaching context using different mobile devices. The specific contents and evaluation methodologies have been developed in the field of building engineering degree, where this technology offers potential advantages in the spatial training processes. The objective is to evaluate the system usability and measure academic performance improvement by using Hand-Held AR (HHAR) in educational environments related with the field of architecture, civil and building engineering. This method is validated through a case study where building engineering students were able to visualize a virtual complex models process overlapped onto a real environment. The results obtained from the students' PRE and POST tests as well as questionnaire responses show high qualification levels in effectiveness, efficiency and satisfaction. In addition, a significant improvement was found in the overall performance of the students of the experimental group.

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“…Nevertheless, usability can be considered another factor in a wider process called the acceptability of a system. Thus, acceptability defines whether a system is good enough to meet all a user's needs [49].…”

Section: Usability Evaluationmentioning

confidence: 99%

Evaluation between Virtual Acoustic Model and Real Acoustic Scenarios for Urban Representation

Llorca¹,

Zapata²,

Fernández³

et al. 2018

From Natural to Artificial Intelligence - Algorithms and Applications

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Audio representation is critical for immersive virtual environments. This article presents a quasi-experiment based on architecture students evaluating the immersive impact of 3D audio in the representation of urban environments. In the framework of acoustic urban heritage preservation, a set of city squares with varying acoustic features were used as case studies in a two-step process: an objective analysis of the acoustic properties of these spaces; and the users' subjective perceptions of the virtual environment of the squares. The study shows that we can gain a better understanding of the objective parameters through the subjective views of users. Acoustic heritage can be assessed subjectively using an immersive system such as virtual reality, in which audio representation is a key factor.

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Estudio y evaluación de contenidos didácticos en el desarrollo de las habilidades espaciales en el ámbito de la ingeniería

Cited by 16 publications

References 118 publications

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

Academic performance assessment using Augmented Reality in engineering degree course

Evaluation between Virtual Acoustic Model and Real Acoustic Scenarios for Urban Representation

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