Aplicaciones de RV y RA para Química y Geografía en Preparatoria
DOI:
https://doi.org/10.46588/invurnus.v17i1.66Keywords:
Augmented reality, Virtual reality, Distance education, Repetitive learning, and Stimulating learning.Abstract
In recent years, there has been an accelerated adoption of technologies for remote work and distance education. However, complementary tools are required for education with distance or semi-presential technological mediation that allows an improved teaching-learning process. This paper presents the development of two Augmented Reality (AR) applications for Chemistry and Geography and a Virtual Reality (VR) application for the immersive Navigation of a campus. In Augmented Reality applications, the repetitive model is used to allow students to learn by repeatedly doing the exercises with the highest degree of difficulty in the various subjects. In the Virtual Reality application, informative boards integrated to the Twitter API are enabled to show current information on announcements and tasks. The results show that the use of AR3 and VR complements active learning with immersion, it is a stimulating experience that allows users to feel present in another place.
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