Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century

Two teaching methodologies are presented and compared in this study: on the one hand, semi-guided tours in immersive virtual reality and, on the other, viewing video renderings of 3D environments. The two techniques are contrasted through 3D modeling of a ffteenth-century Spanish town called Brivies...

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Detalhes bibliográficos
Autores: Checa Cruz, David, Bustillo Iglesias, Andrés
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2019
País:España
Recursos:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/8353
Acesso em linha:http://hdl.handle.net/10259/8353
Access Level:acceso abierto
Palavra-chave:Virtual reality
Learning
Immersive environments
Active learning
Presence
Game engine
Cultural heritage
Oculus Rift
Informática
Tecnología
Educación
Juegos
Computer science
Technology
Education
Games
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repository_id_str
spelling Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth centuryCheca Cruz, DavidBustillo Iglesias, AndrésVirtual realityLearningImmersive environmentsActive learningPresenceGame engineCultural heritageOculus RiftInformáticaTecnologíaEducaciónJuegosComputer scienceTechnologyEducationGamesTwo teaching methodologies are presented and compared in this study: on the one hand, semi-guided tours in immersive virtual reality and, on the other, viewing video renderings of 3D environments. The two techniques are contrasted through 3D modeling of a ffteenth-century Spanish town called Briviesca, in an immersive environment, viewed with Oculus Rift. The suitability of virtual reality for teaching is assessed through questions on historical knowledge and urban layout. The understanding of the undergraduate students is evaluated, through questionnaires, after the viewing sessions. The responses of the students underline the efectiveness of the two methodologies: Video screenings received higher scores for historical ideas and the virtual tour was the most efective method at conveying knowledge learnt while viewing. Additionally, two user movements for controlling the virtual reality environment were tested: (1) gamepad locomotion and (2) roomscale movements combined with teleporting. The clear advantage of the second option was the total lack of motion sickness efects. However, the natural tendency using teleporting was to move very quickly through the city areas with no singular buildings and to spend more time in front of these types of buildings. They therefore missed visual information related to the frst areas while retaining more information related to those buildings. Finally, the spatial location of singular buildings was clearly better acquired with the virtual tour.Springer Nature202420242019info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttp://hdl.handle.net/10259/8353reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésVirtual Reality. 2019, V. 24, n. 1, p. 151-161https://doi.org/10.1007/s10055-019-00389-7info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/83532026-05-28T07:56:11Z
dc.title.none.fl_str_mv Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
title Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
spellingShingle Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
Checa Cruz, David
Virtual reality
Learning
Immersive environments
Active learning
Presence
Game engine
Cultural heritage
Oculus Rift
Informática
Tecnología
Educación
Juegos
Computer science
Technology
Education
Games
title_short Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
title_full Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
title_fullStr Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
title_full_unstemmed Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
title_sort Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
dc.creator.none.fl_str_mv Checa Cruz, David
Bustillo Iglesias, Andrés
author Checa Cruz, David
author_facet Checa Cruz, David
Bustillo Iglesias, Andrés
author_role author
author2 Bustillo Iglesias, Andrés
author2_role author
dc.subject.none.fl_str_mv Virtual reality
Learning
Immersive environments
Active learning
Presence
Game engine
Cultural heritage
Oculus Rift
Informática
Tecnología
Educación
Juegos
Computer science
Technology
Education
Games
topic Virtual reality
Learning
Immersive environments
Active learning
Presence
Game engine
Cultural heritage
Oculus Rift
Informática
Tecnología
Educación
Juegos
Computer science
Technology
Education
Games
description Two teaching methodologies are presented and compared in this study: on the one hand, semi-guided tours in immersive virtual reality and, on the other, viewing video renderings of 3D environments. The two techniques are contrasted through 3D modeling of a ffteenth-century Spanish town called Briviesca, in an immersive environment, viewed with Oculus Rift. The suitability of virtual reality for teaching is assessed through questions on historical knowledge and urban layout. The understanding of the undergraduate students is evaluated, through questionnaires, after the viewing sessions. The responses of the students underline the efectiveness of the two methodologies: Video screenings received higher scores for historical ideas and the virtual tour was the most efective method at conveying knowledge learnt while viewing. Additionally, two user movements for controlling the virtual reality environment were tested: (1) gamepad locomotion and (2) roomscale movements combined with teleporting. The clear advantage of the second option was the total lack of motion sickness efects. However, the natural tendency using teleporting was to move very quickly through the city areas with no singular buildings and to spend more time in front of these types of buildings. They therefore missed visual information related to the frst areas while retaining more information related to those buildings. Finally, the spatial location of singular buildings was clearly better acquired with the virtual tour.
publishDate 2019
dc.date.none.fl_str_mv 2019
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/8353
url http://hdl.handle.net/10259/8353
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Virtual Reality. 2019, V. 24, n. 1, p. 151-161
https://doi.org/10.1007/s10055-019-00389-7
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301629

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