Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas

Reyes, Carlos Enrique George

doi:10.12795/pixelbit.74367

Cited by 29 publications

(18 citation statements)

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“…Despite the scarcity of research studies devoted to the implementation of AR and VR in mathematics and in mathematical thinking, those carried out have turned out to be useful in a variety of ways: to prove their effectiveness for competence acquisition, as well as to improve performance and the attitudes towards mathematics learning [17] and to favor the acquisition of mathematical knowledge for students with limitations in that area [18]. From this perspective, Poot, Martin-Gonzalez and Menéndez-Dominguez [19] stressed their effectiveness when it comes to helping upper secondary education students to assimilate the contents related to Euclidean vectors and vector calculation [20], creating environments in AR where students are led to specific interfaces that make it easier for them to perform calculations and represent them graphically.…”

Section: Immediate Commercial Boommentioning

confidence: 99%

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

2021

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This paper examines the possibilities of Mixed Reality, the combination of two emerging technologies—Augmented Reality and Virtual Reality—in university education. For this purpose, an object was elaborated in Mixed Reality that underwent the evaluation of 44 first-year students from the degree in architecture who were enrolled in the subject “Mathematical Foundations for Architecture.” The instrument utilized was based on the TAM model, which analyzes the degree of acceptance of the technology used. The analysis of the responses provided by students supported the 23 hypotheses formulated in this study. It was found that MR significantly influences the perceived usefulness and ease of use. The results imply that MR utilization has positive effects on the mathematical teaching-learning processes in architecture from the students’ perception of their mastery of technology. It becomes necessary to offer support to those university teachers who promote the use of active MR-based methodologies in classrooms.

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Section: Immediate Commercial Boommentioning

confidence: 99%

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

2021

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“…Addressing the first research question about which have been the most outstanding countries in the production of the educational metaverse (RQ1), there are currently two countries (Brazil: 29.4% and Spain: 29.4%) that can be considered pioneers in metaverse research in education. This is the case of Brazil (Arcila, 2014;Díaz et al, 2020;García, 2011a;Reyes, 2020;Tarouco et al, 2013), with five contributions. It is followed by countries such as Spain (Baynat & López, 2020;Díaz et al, 2020;Garrido-Íñigo & Rodríguez-Moreno, 2013;Hadjistassou, 2016;Reyes, 2020) followed by Mexico (Nurhidayah et al, 2020;Park et al, 2021) and Colombia (García, 2011b;Vaca Barahona et al, 2016) with two contributions each.…”

Section: Countrymentioning

confidence: 99%

“…Metaverse provides a flexible, diverse, scalable and dynamic learning environment that fosters students' motivation and engagement as it offers more immersive and interactive learning experiences, promotes active communication and collaboration, facilitates the conduct of both synchronous and asynchronous learning and teaching processes (Dı áz et al, 2020;Tarouco et al, 2013;Barahona et al, 2016). Moreover, when used in a student-centered manner, the metaverse has the potential to improve students' problem-solving skills and critical thinking (Nurhidayah et al, 2020), enhance their academic performance and learning outcomes (Schaf et al, 2012) as well as increase their comprehension of a subject (Reyes, 2020) and as a result, create dynamic learning environments of higher quality (Tarouco et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Metaverse in Education: a systematic review

Belmonte¹,

Sánchez²,

Moreno-Guerrero³

et al. 2023

Red

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The Addressing the new educational needs and requirements still remains a challenge. Moreover, due to the COVID-19 pandemic and the technological advancements, learning environments are being transformed. Metaverse is a computer-generated lifelike 3D virtual extension of the physical world as it immerses users, allows them to interact with others and with digital objects, and eliminates the constraints of distance and time differences. It is characterized by persistence, interactivity, and embodiment. The use of the metaverse in educational and training processes to create new learning environments that allow learners to function in a parallel, safe and personalized reality is gaining ground. The aim of this study is to analyze the existing research into the metaverse in the educational field. Hence, a systematic literature review has been carried out using the Web of Science (WoS) and Scopus databases. To provide more complete and constructive results, no year, educational level, or subject restrictions were set. As metaverse is a new topic and taking the inclusion and exclusion criteria into account, a total of 17 articles has been analyzed. Based on the findings, metaverse has the potential to enrich and transform education and lead to increased learning outcomes and enhanced students’ engagement and motivation. Despite this fact, the use of metaverse in education is in its infancy, thus, more research and experiments should be carried out in all educational levels and populations to assess its impact and improve its effectiveness. Finally, the need for designing valid instruments to evaluate the educational experiences generated within the metaverse was evident. Abordar las nuevas necesidades y requerimientos educativos sigue siendo un desafío. Debido a la pandemia de COVID-19 y los avances tecnológicos, los entornos de aprendizaje se están transformando. El metaverso es una extensión virtual 3D realista del mundo físico generada por computadora, ya que sumerge a los usuarios, les permite interactuar con otros y con objetos digitales, y elimina las limitaciones de distancia y diferencias de tiempo. Se caracteriza por la inmersividad, la interactividad y la personificación. Está ganando terreno el uso del metaverso en los procesos educativos y formativos para crear nuevos entornos de aprendizaje que permitan a los aprendices desenvolverse en una realidad paralela, segura y personalizada. El objetivo de este estudio es analizar la investigación existente sobre el metaverso en el ámbito educativo. Por lo tanto, se ha llevado a cabo una revisión sistemática de la literatura utilizando las bases de datos Web of Science (WoS) y Scopus. Para proporcionar resultados más completos y constructivos, no se establecieron restricciones de año, nivel educativo o materias. Como el metaverso es un tema nuevo y teniendo en cuenta los criterios de inclusión y exclusión, se han analizado un total de 17 artículos. Según los hallazgos, el metaverso tiene el potencial de enriquecer y transformar la educación y conducir a mejores resultados de aprendizaje y una mayor participación y motivación de los estudiantes. A pesar de este hecho, el uso del metaverso en educación es todavía preliminar, por lo que se deben realizar más investigaciones y experimentos en todos los niveles educativos y poblaciones para evaluar su impacto y mejorar su efectividad. Finalmente, se evidenció la necesidad de diseñar instrumentos válidos para evaluar las experiencias educativas generadas dentro del metaverso.

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“…Interact The appearance of augmented reality in the educational field has facilitated, through tablets and mobile phones, the promotion of innovative teaching strategies, as well as influencing interest and positive motivation based on augmented reality (Reyes, 2020). Studies show that experiences with interaction for the assimilation of knowledge within the classroom are related to an increase in academic performance (Cabrero Almenara & Barroso Osuna, 2016), also with a positive acceptance by students to use reality applications increased in learning (Lagunes, Torres, Angúlo & Martínez, 2017), as well as to assess with high levels of satisfaction participation in the training experience with strategies that involve the simulation of reality (Fonseca, Redondo & Valls, 2016).…”

Section: Augmented Reality In Educationmentioning

confidence: 99%

Use of Augmented Reality App as a means of motivation for high secondary education in times of COVID-19

Navarrete-Arias¹,

Hernández-García²,

Pérez-Bautista³

2021

JITC

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As the COVID-19 health crisis continues, schools have been forced to close their doors, leading school systems to find innovative ways to reach and teach their students. A novel way of reaching students is Augmented Reality. High secondary level students have abandoned their studies and / or the idea of studying at a college, this derived from the methodology of teaching and monitoring their learning. The virtual environment developed in this research is intended to motivate the student of high secondary education of specialty related to the career of engineering in computer systems to continue with their studies at a college by showing them the applications that can develop themselves with the tools technologies and the knowledge to be acquired within the computer systems engineering study program. For this proposal, the Unity 3D software was used, since it presents flexibility for the creation of any type of environment. An initial and final survey was implemented after presenting the AR app to determine whether after its use the students feel motivated to continue with their studies.

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Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas

Cited by 29 publications

References 0 publications

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

Metaverse in Education: a systematic review

Use of Augmented Reality App as a means of motivation for high secondary education in times of COVID-19

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