El uso de la Realidad Virtual Inmersiva en las aulasun meta-análisis

  1. Roda-Segarra, Jacobo 1
  2. Mengual-Andrés, Santiago 2
  3. Martínez-Roig, Rosabel 3
  1. 1 Dpto. Educación Comparada e Historia de la Educación  (Universitat de València)
  2. 2 Dpto. Educación Comparada e Historia de la Educación (Universitat de València)
  3. 3 Universitat d'Alacant
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    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

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Revista:
Research in Education and Learning Innovation Archives. REALIA

ISSN: 2659-9031

Any de publicació: 2022

Número: 29

Pàgines: 1-12

Tipus: Article

DOI: 10.7203/REALIA.29.21488 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Research in Education and Learning Innovation Archives. REALIA

Resum

A pesar que els primers dissenys de dispositius per a accedir a mons virtuals generats per ordinador daten de fa més de mig segle, hi han hagut de confluir dos factors perquè, en els últims anys, s’haja produït una eclosió de projectes relacionats amb la realitat virtual: el primer és el progressiu augment de la potència de càlcul dels ordinadors de propòsit general, i el segon és l’abaratiment dels dispositius necessaris per a accedir a aquesta tecnologia. El present estudi realitza un metaanàlisi de 15 projectes educatius en què s’utilitza la tecnologia de la realitat virtual immersiva a les aules entre els anys 2015 i 2020, i s’analitzen variables com els objectius que perseguien, l’etapa i curs, la matèria objecte del projecte, així com el tipus de dispositiu utilitzat i el programari, entre d’altres. Els resultats revelen que una gran part dels projectes van tenir lloc l’any 2020, i els seus objectius es van dirigir a motivar cap a un camp de coneixement o a estudiar l’efectivitat en l’adquisició dels conceptes. També s’ha identificat que l’educació secundària ha sigut l’etapa que ha comptat amb més iniciatives, i que majoritàriament s’ha recorregut a dispositius de baix cost com Google Cardboard. No obstant això, aquesta homogeneïtat quant a maquinari no s’ha identificat pel que fa al progra- mari, molt més fragmentat, fet que evidencia les dificultats que poden tenir els docents a l’hora de seleccionar eines adequades per a les iniciatives de realitat virtual immersiva.

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Fuente de los datos: Dialnet