In the study of courses with complex themes, such as the case of Black Hole Physics, students experience difficulty in their learning due to the abstract of these theories and the absence of experimental environments. Mixed Reality (MR) creates a bridge between the real and the virtual world, opening a gap to be able to experience such phenomena in the context of a real environment, allowing them to operate, measure and manipulate virtual and variable objects. However, despite the potential of the MR, there are no implementations that support these studies, which is why the objective of this project is to design and develop an MR system that supports the teaching-learning of black holes physics, identifying the most appropriate tools and software libraries for the development of it. In this way, this article describes the development of five learning modules oriented to the following topics: space-time, geodesic lines, birth of black holes, escape velocity and temperature of a black hole.

In the study of courses with complex topics, as is the case of data compression, students experience difficulty in their learning due to the abstract nature of these theories and the absence of interactive digital resources. Fractal image compression seeks to deduce a set of functions, called iterated function system (IFS), which by iterations reconstructs the image to be compressed; In this way, compression levels are achieved that are not achieved using other techniques, because the image is considered compressed in the description of the functions that generate it, this is what is stored, and to recover the image, the functions are simply iterated. This article describes the design and development of interactive software that supports the teaching-learning of the fundamental concepts of fractal compression of images: contractive affine transformations, iterated function systems (IFS), IFS encoding (compression) and decoding (decompression) IFS.

Educational videogames are increasingly being incorporated by educators into teaching-learning processes, progressively demonstrating the potential they have to complement and support the way in which knowledge is transmitted in different areas of knowledge. In addition, nowadays video games can be played online through the internet and by several players at the same time (multiplayer), allowing new possibilities in the educational field thanks to the own dynamics associated with these characteristics. Given the great educational potential they have, the need arises to have a methodology for the development of video games that apart from having educational purposes, also have the characteristic of being online and multiplayer. In the present work a conceptual framework for this type of videogames is presented and a review of previous works is carried out, which allows, in the first place, to have a set of criteria with which this methodology should comply, second, to verify that the The most relevant existing methodologies do not satisfy all the criteria, to finally formulate a methodology that does satisfy them in an integral way.