https://hdl.handle.net/10259/4219 2026-11-01T18:04:06Z 2026-11-01T18:04:06Z Rodríguez García, Bruno Miguel Alonso, Inés Checa Cruz, David Bustillo Iglesias, Andrés https://hdl.handle.net/10259/12285 2026-10-21T00:05:30Z 2026-09-01T00:00:00Z

Exploring age-related differences in immersive Virtual Reality experiences for Cultural Heritage Rodríguez García, Bruno; Miguel Alonso, Inés; Checa Cruz, David; Bustillo Iglesias, Andrés Immersive Virtual Reality (iVR) has reached a level of technological maturity that enables its use for the general public. However, further investigation is needed into the optimization of iVR applications and particularly, their design features in relation to various user characteristics such as age and previous iVR experience. To solve this issue, this study evaluates a Cultural Heritage dissemination experience in iVR, tested in a real-world setting, the Museum of Burgos (Spain), with participants from three age groups: children, young adults, and older adults. The iVR experience was structured in four levels of progressively complex interaction. A control group was formed to view a video containing the same dissemination content. A total of 206 participants completed a three-steps assessment measuring prior knowledge, User Experience (UX), and learning outcomes. The findings emphasized that iVR's strengths, immersion and interactivity, must be strategically optimized to outperform more well-stablished dissemination formats like video. The results showed that children responded positively to high interactivity; their motivation and rapid adaptation supported the use of interactive formats, provided cognitive demands are gradually introduced. Young adults exhibited the highest adaptability and fastest completion times, performing well across all interaction types, though with moderate UX ratings. Older adults preferred soft interaction and immersive aesthetics, achieving better learning outcomes in this context but extending the time to complete the iVR experience.

2026-09-01T00:00:00Z Rodríguez García, Bruno Miguel Alonso, Inés Checa Cruz, David Bustillo Iglesias, Andrés https://hdl.handle.net/10259/12208 2026-10-01T00:05:32Z 2026-09-01T00:00:00Z

Exploring age-related differences in immersive Virtual Reality experiences for Cultural Heritage Rodríguez García, Bruno; Miguel Alonso, Inés; Checa Cruz, David; Bustillo Iglesias, Andrés Immersive Virtual Reality (iVR) has reached a level of technological maturity that enables its use for the general public. However, further investigation is needed into the optimization of iVR applications and particularly, their design features in relation to various user characteristics such as age and previous iVR experience. To solve this issue, this study evaluates a Cultural Heritage dissemination experience in iVR, tested in a real-world setting, the Museum of Burgos (Spain), with participants from three age groups: children, young adults, and older adults. The iVR experience was structured in four levels of progressively complex interaction. A control group was formed to view a video containing the same dissemination content. A total of 206 participants completed a three-steps assessment measuring prior knowledge, User Experience (UX), and learning outcomes. The findings emphasized that iVR's strengths, immersion and interactivity, must be strategically optimized to outperform more well-stablished dissemination formats like video. The results showed that children responded positively to high interactivity; their motivation and rapid adaptation supported the use of interactive formats, provided cognitive demands are gradually introduced. Young adults exhibited the highest adaptability and fastest completion times, performing well across all interaction types, though with moderate UX ratings. Older adults preferred soft interaction and immersive aesthetics, achieving better learning outcomes in this context but extending the time to complete the iVR experience.

2026-09-01T00:00:00Z Sáiz Manzanares, María Consuelo Marticorena Sánchez, Raúl Rodríguez Diez, Juan José Diez Pastor, José Francisco Ji, Yi Peng Rodríguez Arribas, Sandra https://hdl.handle.net/10259/12069 2026-09-14T08:56:26Z 2026-08-14T00:00:00Z

Dataset of the Project _GIR DATAHES_GIR ADMIRABLE Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; Rodríguez Diez, Juan José; Diez Pastor, José Francisco; Ji, Yi Peng; Rodríguez Arribas, Sandra This dataset contains the data generated during the execution of the project “E-ORIENTACIÓN EN MOODLE: DETECCIÓN Y E-ORIENTACIÓN EN MOODLE: DETECCIÓN Y SEGUIMIENTO DEL ALUMNO EN RIESGO EN LA UNIVERSIDAD SEGUIMIENTO DEL ALUMNO EN RIESGO EN LA UNIVERSIDAD” -e-Orientation-”, code BU032G19, corresponding to the 2021 Call of “ ORDEN EDU/667/2019, de 5 de julio, por la que se resuelve la convocatoria para la concesión de subvenciones destinadas al apoyo de los grupos de investigación reconocidos de universidades públicas de Castilla y León, a iniciar en el 2019.".

2026-08-14T00:00:00Z Ji, Yi Peng Marticorena Sánchez, Raúl Pardo Aguilar, Carlos López Nozal, Carlos Juez Gil, Mario https://hdl.handle.net/10259/11961 2026-07-28T00:05:31Z 2022-08-01T00:00:00Z

Activity and Dropout Tracking in Moodle Using UBUMonitor Application Ji, Yi Peng; Marticorena Sánchez, Raúl; Pardo Aguilar, Carlos; López Nozal, Carlos; Juez Gil, Mario Teaching with online learning platforms should simplify the monitoring of students’ activity, particularly when evaluating student dropout. Popular learning environments such as Moodle should implement visual analytic tools that facilitate such tasks, nevertheless, institutions are usually reluctant to incorporate them. This paper presents UBUMonitor, a desktop application that allows the visualization of student’s activity data, extended as a proof of concept with a module for dropout tracking. Therefore, by using UBUMonitor, teachers will be able to easily visualize their students’ engagement with their subject, which can facilitate early action to prevent students from dropping out more effectively.

2022-08-01T00:00:00Z