2026-05-07T22:39:14Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/114502026-02-27T01:05:52Zcom_10259_4219com_10259_5086com_10259_2604com_10259.4_2498col_10259_8653col_10259_8430

Checa Cruz, David Alaguero Rodríguez, Mario Arnáiz Alonso, Miguel Ángel Bustillo Iglesias, Andrés 2026-02-26T11:28:31Z 2026-02-26T11:28:31Z 2016 978-3-319-40650-3 978-3-319-40651-0 https://hdl.handle.net/10259/11450 10.1007/978-3-319-40651-0_11 The virtual visualization of historical sites opens the door to a variety of new classroom teaching methods for students. Two of these methods are semi-guided tours around 3D immersive environments and the screening of videos rendered from 3D models. Both are compared in this research that integrates a 3D model, designed for off-line rendering, in a 3D immersive environment, operating on Oculus Rift. First, the hardware and the software associated with the immersive environment are described. Then, the suitability of the 3D teaching environment is assessed in relation to historical knowledge, urban layout, and the portrayal of everyday medieval life. The evaluation of undergraduate student experiences, by means of post-session surveys, points to the effectiveness of both methods: higher scores were awarded to video screenings with background narrative in relation to the acquisition of historical concepts, while the virtual tour was the best means of transferring visually acquired knowledge such as urban concepts. eng info:eu-repo/semantics/openAccess Virtual reality Teaching Cultural Heritage Immersive environments Oculus Rift Briviesca in the 15th c.: A Virtual Reality Environment for Teaching Purposes info:eu-repo/semantics/bookPart info:eu-repo/semantics/conferenceObject