Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft

Educating Urban Designers using Augmented Reality and Mobile Learning Technologies / Formación de Urbanistas usando Realidad Aumentada y Tecnologías de Aprendizaje Móvil

El presente artículo describe una experiencia educativa usando Realidad Aumentada (RA) en dispositivos móviles para el aprendizaje de conceptos de diseño urbano en estudiantes del Grado de Arquitectura. A tal efecto, se ha diseñado un ejercicio práctico sobre la casuística de un proyecto real, donde los estudiantes deben diseñar una escultura para una plaza pública en función de los parámetros del entorno, debiendo controlar sus parámetros, la forma, escala, localización, materiales, etc. El ejercicio se visualiza y controla mediante plataformas móviles de RA, lo que permite enfatizar un aprendizaje colaborativo mediante el estudio de las propuestas del resto de estudiantes in situ. Para la evaluación del proceso, tanto a nivel de usabilidad como de mejora del proceso educativo, hemos dividido a los estudiantes en dos grupos: uno primero de control, que cursó un sistema tradicional de la asignatura en base a ejercicios de laboratorio, y un grupo experimental, que utilizó el sistema descrito en la ubicación real del proyecto. Al final del curso, y en base a los resultados obtenidos y discutidos en el presente artículo, el grupo experimental obtuvo mejores notas finales, al mismo tiempo que se constata un incremento en el grado de satisfacción y motivación de los estudiantes que han utilizado la propuesta experimental. Este aspecto nos permite reafirmar la utilidad del método en la mejora educativa en el ámbito donde se circunscribe la experiencia.Postprint (author's final draft

Piloting mobile mixed reality simulation in paramedic distance education

New pedagogical methods delivered through mobile mixed reality (via a user-supplied mobile phone incorporating 3d printing and augmented reality) are becoming possible in distance education, shifting pedagogy from 2D images, words and videos to interactive simulations and immersive mobile skill training environments. This paper presents insights from the implementation and testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile simulation study is skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practicing skills prior to attending mandatory residential schools and helps build a baseline equality between those students that study face to face and those at a distance. Outcomes from the pilot study showed improvements in several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method

The Use of Augmented Reality to Strengthen Competence in Data Analysis and Problem Solving in Engineering Students at the Universidad del Valle de México

The objective of this research was to analyze the improvement in the data analysis and problem-solving competence of students of industrial and systems engineering (IIS) and mechatronics engineering (IMEC) through the use of this technology and its impact on the results of the undergraduate general examination (EGEL). A training course was held for teachers and students for the design of learning objects (LO), and a questionnaire on the use of AR and the improvement in learning was administered. AR is a technology that has begun to be introduced in different contexts and at different educational levels. The results obtained through the Wilcoxon test and the multiple correspondence analysis (MCA) showed that there were improvements in academic performance with the use of AR and an interest in this tool being used during the academic training process.Laureate EducationRevisión por pare

Continuous maintenance and the future – Foundations and technological challenges

High value and long life products require continuous maintenance throughout their life cycle to achieve required performance with optimum through-life cost. This paper presents foundations and technologies required to offer the maintenance service. Component and system level degradation science, assessment and modelling along with life cycle ‘big data’ analytics are the two most important knowledge and skill base required for the continuous maintenance. Advanced computing and visualisation technologies will improve efficiency of the maintenance and reduce through-life cost of the product. Future of continuous maintenance within the Industry 4.0 context also identifies the role of IoT, standards and cyber security

Using virtual reality for industrial design learning: a methodological proposal

Nowadays, the different computer tools available enable designers to create complex industrial prototypes. The use of these tools is constrained by the limitations imposed by common devices, such as screens and displays. Recently emerged virtual and augmented reality techniques have started being used as supports in many learning and industrial environments. Beyond the new possibilities that these tools offer for designing industrial objects, the underlying question is whether these new technologies could improve the creativity of designers to enable them to get a better understanding of the designing process itself. This paper presents a methodological proposal for the deployment of an industrial design engineering course aimed not only at learning different design techniques, but also at assessing the creativity skills of students. The practical contents include the use of virtual reality devices, to help the designer overcome the limitations of prototype visualisation and make better designing decisions. Moreover, a creativity test will be performed at the beginning and at the end of the course to assess the changes in creativity skills taking place within the experiment group versus the changes in a traditional learning (control) group