2026-04-28T10:01:12Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/83532024-05-15T07:43:44Zcom_10259_4219com_10259_5086com_10259_2604col_10259_4220
Checa Cruz, David
812
600
0000-0001-6623-3614
Bustillo Iglesias, Andrés
81
600
0000-0003-2855-7532
2024-01-16T12:58:06Z
2024-01-16T12:58:06Z
2019-07
1359-4338
http://hdl.handle.net/10259/8353
10.1007/s10055-019-00389-7
1434-9957
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.
application/pdf
eng
Springer Nature
Virtual Reality. 2019, V. 24, n. 1, p. 151-161
https://doi.org/10.1007/s10055-019-00389-7
Virtual reality
Learning
Immersive environments
Active learning
Presence
Game engine
Cultural heritage
Oculus Rift
Informática
Tecnología
Educación
Juegos
Computer science
Technology
Education
Games
Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century
info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
info:eu-repo/semantics/openAccess
Virtual Reality
24
1
151
161
THUMBNAIL
Checa-vr_2019.pdf.jpg
Checa-vr_2019.pdf.jpg
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https://riubu.ubu.es/bitstream/10259/8353/3/Checa-vr_2019.pdf.jpg
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MD5
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LICENSE
license.txt
license.txt
text/plain; charset=utf-8
999
https://riubu.ubu.es/bitstream/10259/8353/2/license.txt
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ORIGINAL
Checa-vr_2019.pdf
Checa-vr_2019.pdf
application/pdf
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https://riubu.ubu.es/bitstream/10259/8353/1/Checa-vr_2019.pdf
c7aea98798b9a9f0a626aef3cd70f667
MD5
1
10259/8353
oai:riubu.ubu.es:10259/8353
2024-05-15 09:43:44.178
Repositorio Institucional de la Universidad de Burgos
bubrep@ubu.es
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