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dc.contributor.authorCheca Cruz, David 
dc.contributor.authorBustillo Iglesias, Andrés 
dc.date.accessioned2024-01-16T12:58:06Z
dc.date.available2024-01-16T12:58:06Z
dc.date.issued2019-07
dc.identifier.issn1359-4338
dc.identifier.urihttp://hdl.handle.net/10259/8353
dc.description.abstractTwo 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherSpringer Natureen
dc.relation.ispartofVirtual Reality. 2019, V. 24, n. 1, p. 151-161en
dc.subjectVirtual realityen
dc.subjectLearningen
dc.subjectImmersive environmentsen
dc.subjectActive learningen
dc.subjectPresenceen
dc.subjectGame engineen
dc.subjectCultural heritageen
dc.subjectOculus Riften
dc.subject.otherInformáticaes
dc.subject.otherComputer scienceen
dc.subject.otherTecnologíaes
dc.subject.otherTechnologyen
dc.subject.otherEducaciónes
dc.subject.otherEducationen
dc.subject.otherJuegoses
dc.subject.otherGamesen
dc.titleAdvantages and limits of virtual reality in learning processes: Briviesca in the fifteenth centuryen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1007/s10055-019-00389-7es
dc.identifier.doi10.1007/s10055-019-00389-7
dc.identifier.essn1434-9957
dc.journal.titleVirtual Realityen
dc.volume.number24es
dc.issue.number1es
dc.page.initial151es
dc.page.final161es
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersiones


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