Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic. Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice. Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life. Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies. Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment. Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support. Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness. Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material. Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.

Currently, three-dimensional immersive digital environments (TIDE) have been applied to the educational field, being Augmented Reality, Virtual Reality and Virtual Worlds the most representative technologies. Currently in the literature there are systematic reviews that address each technology separately, making evident the need for a study covering all technologies and more specifically applied to the teaching and learning of computer programming. In the present study, 64 research studies related to the teaching of computer programming at different educational levels were analyzed. Among the main results, 57 studies developed their own tool or application, which shows the little or no practical usefulness of the developments since they are only used for experiments. In addition, most of the works present the benefits of their tools and only 12 studies mention a problem when using the TIDE in the teaching of programming. Finally, the use of TIDE is highlighted mainly for teaching the topic of control structures in programming. This topic is essential since it allows students to modify the execution flow of program instructions. En la actualidad los entornos digitales inmersivos tridimensionales (EDIT) se han aplicado al ámbito educativo, siendo la Realidad Aumentada, Realidad Virtual y los Mundos Virtuales las tecnologías más representativas. Actualmente en la literatura existen revisiones sistemáticas que abordan cada tecnología por separado, haciendo evidente la necesidad de un estudio que abarque todas las tecnologías y más puntualmente que se aplique a la enseñanza aprendizaje de la programación de computadoras. En el presente estudio se analizaron 64 investigaciones que están relacionadas a la enseñanza de algún tema sobre la programación de computadoras en diversos niveles educativos. Entre los principales resultados se destaca que 57 estudios desarrollaron su propia herramienta o aplicación, lo cual pone de manifiesto la poca o nula utilidad práctica de los desarrollos puesto que solamente se utilizan para sus experimentos. Además, la mayoría de los trabajos presentan las bondades de sus herramientas y solamente 12 estudios mencionan algún problema al utilizar los EDIT en la enseñanza de la programación. Finalmente, se destaca el uso de los EDIT principalmente para la enseñanza del tema de estructuras de control en programación. Este tema es primordial ya que permite a los estudiantes modificar el flujo de ejecución de las instrucciones de un programa.

En la actualidad aprender a programar es una habilidad que deben desarrollar los estudiantes de la era digital, esto hace evidente, la importancia que tiene para los estudiantes de las carreras de tecnologías de información y comunicación. La programación de computadoras para muchos estudiantes es un tema complejo y muestran falta de interés y motivación hacia la materia. La presente investigación forma parte de un proyecto de doctorado titulado “Modelo didáctico basado en mundos virtuales y teorías de la motivación para la enseñanza de la materia de introducción a la programación” y tiene como objetivo conocer el nivel de motivación de los estudiantes sobre la programación en la modalidad tradicional. El enfoque de la investigación es cuantitativo con un alcance exploratorio descriptivo. Como instrumento se utilizó el MSLQ (Motivated Strategies for Learning Questionnaire), el cual fue aplicado a 50 estudiantes universitarios de introducción a la programación. Los resultados muestran que los estudiantes tienen niveles de motivación altos con respecto a la materia de introducción a la programación. Tratan de hacer las cosas bien, pero sin aspirar a una alta calificación o superar a sus compañeros, es decir, el mínimo esfuerzo requerido. Además, mediante observación en clase y evaluación de evidencias o tareas parciales se detecta bajo interés, motivación y desempeño académico. Por lo anterior, se hace necesario que los profesores apliquen estrategias de enseñanza que puedan ser de interés para los estudiantes, tales como, los mundos virtuales.

This paper is based on the exploratory research carried out in a metaverse created specifically to teach the subject "Fundamentals of Design", which has allowed us to observe and record the characteristics and manifestations of the immersive form of the teaching-learning process with university level students; in the specific case of this document, we address the collaborative aspect of immersive learning, which is not its only characteristic, but we believe it is important to reflect and share this topic with the academic community, with the idea of demystifying the idea that learning mediated by digital technologies is a solitary process, which fosters a dehumanizing isolation; on the contrary, the main idea presented here is that immersive learning, generated in the digital technology called metaverse, has collaborative characteristics built through dynamics mediated by avataric representations interesting to explore, in order to raise its educational possibilities. El presente trabajo tiene como base la investigación exploratoria realizada en un metaverso creado exprofeso para impartir la materia “Fundamentos del diseño” que ha permitido observar y registrar las características y manifestaciones del proceso enseñanza-aprendizaje en ambientes inmersivos con alumnos de nivel universitario; en el caso específico de este documento, se aborda el tema del aspecto colaborativo como característica del aprendizaje en este tipo de ambientes, que no es su única característica, pero creemos importante reflexionar y compartir con la comunidad académica la temática, con la idea de desmitificar el planteamiento de que el aprendizaje mediado por tecnologías digitales es un proceso en solitario, que fomenta un aislamiento deshumanizante; por el contrario, la idea principal que aquí se expone es que el aprendizaje inmersivo, generado en la tecnología digital llamada metaverso, posee características colaborativas construidas mediante dinámicas mediadas por representaciones avataricas interesantes de explorar, para así poder plantear sus posibilidades educativas.

This work is an exploratory study on the subject of the behavior of the cybernaut that oscillates between the darkness of the unknown and the brilliance of the discovered when experiencing immersion in three-dimensional digital environments. However, technoscientific advances not only offer advantages but also present risks for the end-users of the devices that are managed to access virtual worlds, virtual reality, and augmented reality. In the best scenario, all developers would be in the dynamic of offering entertainment programs to promote new ways of learning and living together. However, the intentions oscillate between the search for profit, the concealment of deviant intentions, or even the pleasure of dominating or harassing third parties. To avoid such abuses, studies are required that prevent such deviations and that propose pedagogical objectives to use such advances in favor of citizenship education in general and, in particular, to encourage new generations in their own integral development which It can be enhanced through simulation and fiction programs that trigger the creative imagination capable of bringing out the virtues emitted by the brilliance of wisdom and full life from darkness, by exercising in decision-making that involves others, especially the most vulnerable by their age or condition.