Co-Design of a 3D Virtual Campus for Synchronous Distance Teaching Based on Student Satisfaction: Experience at the University of Almería (Spain)

González-Yebra, Óscar; Aguilar, Manuel A.; Aguilar, Fernando J.; Lucas, Manuel de Jesus

doi:10.3390/educsci9010021

Cited by 16 publications

(16 citation statements)

References 34 publications

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“…This research considers a pan-European network of 18 universities and reports on the positive effects of the introduced strategy in activating students, ameliorating their outcomes, increasomg flexibility and producing reusable material. Moreover, in [19], the authors studied the effectiveness of a 3D virtual campus, finding that postgraduate students really appreciate it for the increased flexibility, while undergraduate students perceived it just as a complementary material. For a similar investigation on blended approaches in the United States we refer to [20], where the authors analyzed six different strategies employed in US universities.…”

Section: Introduction and Context Of This Workmentioning

confidence: 99%

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021

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In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.

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Section: Introduction and Context Of This Workmentioning

confidence: 99%

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021

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“…De todas las investigaciones analizadas, 11 estudios fueron hechos en Estados Unidos (Alanazi et al, 2020); (Alqurashi, 2019) Se analizaron 6 pesquisas en Europa: 2 en España (González et al, 2019(González et al, 2019) (Herrador et al, 2019); 1 en Alemania (Weidlich & Bastiaens, 2018); 1 en Hungría (Nagy, 2018); 1 en Eslovenia (Divjak et al, 2018); y 1 en Reino Unido (Alexander et al, 2019).…”

Section: Resultados Y Discusión Examinación Descriptiva De Las Pesqui...unclassified

“…Del corpus de investigaciones halladas, 10 de los estudios definen que se puede medir la SSVE a través de la metodología, el interface, la adaptabilidad y las propuestas del campus 3D (González et al, 2019); también, conceptualizable, por escalas de evaluación entre la comunicación y la autoeficacia informática e internet (Bayrak et al, 2020) (Hamutoglu et al, 2018).…”

Section: Definición De Satisfacción Estudiantil En La Educación Virtu...unclassified

La Satisfacción Estudiantil en La Educación Virtual: Una Revisión Sistemática Internacional

2022

CHAKIÑAN

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A raíz de la pandemia del SARS-CoV-2, se viene prestando mayor interés a una línea de estudio que demuestra cómo la medición de la satisfacción en la educación virtual tiene impactos positivos en la formación universitaria. En ese sentido, esta investigación presenta dos propósitos: (a) describir la conceptualización y tipología de la satisfacción en la educación virtual; y (b) identificar los beneficios y condiciones de estas en la instrucción. El método llevado a cabo, ha utilizado la declaración PRISMA de revisión sistemática y las pesquisas se recopilaron de fuentes de datos como Scopus, ERIC y EBSCO Discovery Service. En concordancia con los resultados, se ha seleccionado un total de 50 estudios internacionales, cuyo contenido aporta a la literatura científica en la sistematización de criterios conceptuales para categorizar tipos de satisfacción y también los factores condicionantes, limitantes y predominantes para la misma, como son los roles del estudiante y del profesor, el curso virtual, la conectividad, la tecnología y la gestión institucional. Además, se observan, identifican, reconocen e incorporan los beneficios obtenidos en los aspectos personales, profesionales y sociales del estudiantado. Finalmente, se expone la necesidad de desarrollar pesquisas que ahonden en cada una de las condiciones para alcanzar la satisfacción.

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“…This phenomenon shows that these students were aware of their contribution at all times with their collaborators. This finding indicates that group social presence emerged (Franceschi et al, 2019) and that effective collaboration was engendered because the intercultural students awarded each other and happily engaged in the interactive game activities (González-Yebra et al, 2019;Khlaisang & Songkram, 2019). Hence, 3DCIG can provide its players with a playful and interactive experience and offer a social context to engage its users in a collaborative learning process (Prensky, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…Besides, virtual environments benefit the e-learning community because they increase participants’ sense of presence in the community and they enhance the social awareness and communication between participants in a safe way (Abdul Hamid et al, 2017; Machado et al, 2016; Shonfeld & Kritz, 2013). In particular, engagement and presence can be positively affected by the types of collaborative tasks (e.g., involve interactive factors) that are set in the virtual learning environment (Franceschi et al, 2009; González-Yebra et al, 2019; Khlaisang & Songkram, 2019). Therefore, this study’s intercultural communication in virtual rooms should be motivated by a cultural exchange-based collaboration, which involves team knowledge construction and negotiation to learn.…”

Section: Introductionmentioning

confidence: 99%

Novel 3D Contextual Interactive Games on a Gamified Virtual Environment Support Cultural Learning Through Collaboration Among Intercultural Students

Zhang

Goodman

2022

Sage Open

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This study aims to help international students learn the language and cultural knowledge of their future study destination by collaborating with local students through coplaying games in online virtual rooms. Therefore, this study explores whether the 3D interactive game with specific contexts on a virtual platform can support intercultural collaboration and improve the students’ language and cultural learning. This study created novel 3D contextual interactive games (3DCIGs) in a gamified virtual environment (GVE), established on a unique virtual platform named Terf®. Terf® enables the observing and recording of data related to the conversations and behaviors of users. To investigate the effects of 3DCIGs on students, a focus group consisting of newly arrived Chinese students and Irish students from an Irish university participated in this study. The study adopted mixed methods of qualitative and quantitative analysis to examine whether 3DCIGs effectively motivate the collaborative learning of intercultural students compared with text-based assignments set in the Game Play Rooms. The findings reveal that the novel 3DCIGs developed in this study have a positive potential to motivate intercultural students to engage in team collaboration and help their cultural and language knowledge exchange.

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Co-Design of a 3D Virtual Campus for Synchronous Distance Teaching Based on Student Satisfaction: Experience at the University of Almería (Spain)

Cited by 16 publications

References 34 publications

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

La Satisfacción Estudiantil en La Educación Virtual: Una Revisión Sistemática Internacional

Novel 3D Contextual Interactive Games on a Gamified Virtual Environment Support Cultural Learning Through Collaboration Among Intercultural Students

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