Los sistemas de realidad virtual inmersivos tienen una creciente relevancia en el ámbito educativo como herramientas didácticas que motivan el aprendizaje a través de dos conceptos clave: la inmersión y la interacción. En este documento describimos el uso de sistemas de realidad virtual en la educación y tomamos como caso de estudio un sistema de realidad virtual inmersivo 3D con interacción natural de usuario desarrollado con el propósito de facilitar la inspección de aerogeneradores con fines didácticos. El sistema sugerido busca la convergencia tecnológica de equipos de visualización, adquisición de información y software de gráficos. Para lograrlo, seguimos la metodología de desarrollo de software basado en componentes de Pressman. Los resultados cualitativos de una primera evaluación al sistema indican que la propuesta permite experimentar la realidad virtual inmersiva y ofrece una gran similitud al entorno real, con la posibilidad de interactuar por medio de gestos y movimientos corporales. Esto contribuye a motivar el aprendizaje y fomentar el interés de los usuarios en practicar con esta tecnología. Además, la convergencia tecnológica entre los equipos de visualización, interacción y software gráfico permite dar un paso adelante en el desarrollo de este tipo de herramientas didácticas. Palabras clave Realidad virtual inmersiva, tecnológica educativa, ambientes virtuales de aprendizaje, herramientas virtuales de aprendizaje * Ingeniero en Computación. Becario del proyecto P08 del CEMIE-Eólico, Universidad del Istmo, campus Tehuantepec. México.

The use of Virtual Reality in the rehabilitation of lost or diminished functions after a stroke has been shown to be an innovative means in motor recovery. However, there are still several design challenges to increment the efficiency of these systems. This paper presents the development and evaluation of a non-immersive 3D virtual environment for post-stroke rehabilitation of elbow flexion-extension movements, which considers the therapist as a direct user and the patient as a secondary user. The development of virtual environment was supported by the criteria of a team of specialists in physical and occupational therapy, following the philosophy of User-Centered Design through three iterations, and incorporating tasks based on the Activities of Daily Living of the Barthel scale. Tests were carried out with healthy users and a patient with a diagnosis of stroke, using the SUS test and a flow status questionnaire respectively. Average satisfaction of user group without diagnosis was 79.6 out of 100 points. On the other hand, according to mean values observed with the patient, dimensions of control sense (6.33) and positive emotional experience (6.66) reflect an "optimal" experience, which indicates an enjoyment of virtual tasks de-spite the effort made to fulfill them.

This work deals with the development, fine-tuning and testing of an online flowchart compiler and interpreter. The development methodology takes as a frame of reference the software reengineering process model, in conjunction with the Object-Oriented Hypermedia Design Method (OOHDM). The software product obtained is a web application for educational purposes that differs from other tools mainly in three aspects: supporting the Polya problem-solving heuristics, create flowcharts following the recommendations for graphic symbology of the American National Standards Institute (ANSI), and be freely available on the internet. The online compiler and interpreter fine-tuning ran on two web browsers that support modal dialog boxes, one for personal computers and one for mobile devices. In addition, compliance tests with the W3C standards, loading speed tests, and a user experience perception test were applied to 22 students of a preparatory course on algorithms. The results obtained in all the tests carried out are considered satisfactory and in accordance with the current context of the students.