Blokify: Juego de modelado e impresión 3D en tableta digital para el aprendizaje de vistas normalizadas y perspectiva

En este artículo se analiza el uso del juego Blokify para introducir al alumnado en las competencias que relacionan las figuras tridimensionales con su representación bidimensional mediante las vistas normalizadas y la perspectiva. Estos contenidos se estudian en asignaturas de dibujo a partir de secundaria y Bachillerato. Blokify es un juego gratuito para tabletas digitales que permite modelar figuras tridimensionales de forma similar al popular video juego Minecraft: “bloque a bloque”. Las figuras modeladas con Blokify se pueden imprimir en 3D de manera casi directa. Existen informes internacionales que valoran la potencialidad de los videojuegos como recurso educativo y las Tabletas Digitales y la Impresión 3D como tecnologías con repercusión en la enseñanza. En este artículo se detalla la experiencia realizada en el curso 2013-2014 con grupos de Educación Primaria (3º y 5º) y un grupo de 4º ESO. La actividad se llevó a cabo en el centro concertado Colegio Nuryana de San Cristóbal de La Laguna y participaron un total de 70 alumnos. La experiencia llevada a cabo con alumnos de primaria permite ver que con estas nuevas estrategias de aprendizaje, contenidos del curriculum de secundaria, podría empezar a estudiarse en cursos de primaria

Diseño y fabricación digital de tarjetas pop-ups en entornos educativos mediante tecnologías de bajo coste

La implantación de tecnologías de fabricación digital en centros escolares requiere habitualmente la creación de espacios específicos (Makerspaces, Fab labs, etc.). Sin embargo resulta interesante la introducción de estas tecnologías en aulas tradicionales. En este artículo se describe una experiencia llevada a cabo en el Colegio San Isidro, Los Salesianos de la Orotava, Tenerife en 4º curso de secundaria en la asignatura de expresión plástica, visual y audiovisual, en el que se ha realizado una actividad de diseño y creación de tarjetas pop-up. La realización de esta actividad implica el corte y doblado de papel que habitualmente se realiza mediante tijeras o cutter. Sin embargo, con la aparición de técnicas de fabricación digital de bajo coste, este proceso puede ser automatizado e introducido en cualquier aula

Creation, Visualization and 3D Printing of Online Collections of Three Timensional Educative Models with Low-Cost Technologies. Practical Case of Canarian Marine Fossil Heritage

In many educational settings, the use of tangible objects is used to enhance learning (models, replicas of art works, fossils...). When knowledge is disseminated through virtual environments, sometimes, the value of these tangible objects is lost. The new low-cost technologies allow solving this problem, enabling teachers to include in their virtual classroom the access and manipulation of threedimensional objects. This article describes the process of creation and dissemination of a three-dimensional, interactive educational content for learning in a virtual environment. As a practical study, we have worked on the Canary marine fossil heritage. The fossils are used as tangible material in paleontology teaching, however they are not available for work outside the classroom. For this work, it has been digitized in 3D a selection of 18 fossils. 3D files obtained are available to students in an online environment, allowing download, multi-touch display and interaction on mobile devices. In addition, if the student prefers, they can print them using a 3D printer. Finally, there has been an experience with 70 university students who, after accessing to the online files, responded to a questionnaire to assess the made materials.El uso de objetos tangibles (maquetas, réplicas de obras artísticas, fósiles…) en entornos educativos se suele utilizar para mejorar el proceso de aprendizaje. Cuando el conocimiento se difunde a través de entornos virtuales, a veces, se pierde el valor de estos objetos tangibles. Las nuevas tecnologías de bajo coste, permiten solventar este problema, permitiendo a los profesores incluir en sus aulas virtuales el acceso y manipulación de objetos tridimensionales. En este artículo se describe el proceso de creación y divulgación de un contenido educativo tridimensional e interactivo para aprendizaje en un entorno virtual. Como caso práctico se ha trabajado sobre el patrimonio fósil marino canario. Los fósiles se usan como material tangible en la enseñanza de paleontología, sin embargo no están disponibles para el trabajo fuera del aula. En el trabajo descrito en este artículo, se han digitalizado en 3D una selección de 18 fósiles. Los archivos obtenidos están a disposición de los alumnos en un entorno online, permitiendo su descarga, visualización e interacción en dispositivos móviles multitáctiles. Además, si el alumno lo prefiere, puede imprimirlos en 3D. Para finalizar, se ha realizado una experiencia con 70 alumnos universitarios que, después de acceder al repositorio online creado, han contestado a un cuestionario para valorar los materiales diseñados

Virtual Blocks: a serious game for spatial ability improvement on mobile devices

This paper presents a novel spatial instruction system for improving spatial abilities of engineering students. A 3D mobile game application called Virtual Blocks has been designed to provide a 3D virtual environment to build models with cubes that help students to perform visualization tasks to promote the development of their spatial ability during a short remedial course. A validation study with 26 freshman engineering students at La Laguna University (Spain) has concluded that the training had a measurable and positive impact on students spatial ability. In addition, the results obtained using a satisfaction questionnaire show that Virtual Blocks is considered an easy to use and stimulating application.This work has been partially supported by the (Spanish) National Program for Studies and Analysis project "Evaluation and development of competencies associated to the spatial ability in the new engineering undergraduate courses" (Ref. EA2009-0025) and the (Spanish) National Science Project "Enhancing Spatial REasoning and VIsual Cognition with advanced technological tools (ESREVIC)" (Ref TIN2010-21296-C02-02)Martín Dorta, NN.; Sanchez Berriel, I.; Bravo, M.; Hernández, J.; Saorin, JL.; Contero, M. (2014). Virtual Blocks: a serious game for spatial ability improvement on mobile devices. Multimedia Tools and Applications. 73(3):1575-1595. https://doi.org/10.1007/s11042-013-1652-0S15751595733Baartmans BG, Sorby SA (1996) Introduction to 3-D spatial visualization. Prentice Hall, Englewood CliffsClements D, Battista M (1992) Geometry and spatial reasoning. In: Grouws DA (ed) Handbook of research on mathematics teaching and learning. New York, pp 420–464Cohen J (1988) Statistical power analysis for the behavioral sciences, 2nd edn. Erlbaum, HillsdaleDe Lisi R, Cammarano DM (1996) Computer experience and gender differences in undergraduate mental rotation performance. Comput Hum Behav 12:351–361Deno JA (1995) The relationship of previous experiences to spatial visualization ability. Eng Des Graph J 59(3):5–17Feng J, Spence I, Pratt J (2007) Playing an action video game reduces gender differences in spatial cognition. Psychol Sci 18(10):850–855French JW (1951) The description of aptitude and achievement tests in terms of rotated factors. Psychometric monograph 5Guilford JP, Lacy JI (1947) Printed classification tests, A.A.F. Aviation Psychological Progress Research Report, 5. US. Government Printing Office, Washington DCHalpern DF (2000) Sex differences and cognitive abilities. Erlbaum, MahwahHöfele C (2007) Mobile 3D graphics: learning 3D graphics with the Java Micro Edition. Editorial ThomsonKajiya JT, Kay TL (1989) Rendering fur with three dimensional textures. In Proceedings of the 16th Annual Conference on Computer Graphics and interactive Techniques SIGGRAPH ’89. ACM Press, New York pp 271–280Linn MC, Petersen AC (1985) Emergence and characterization of gender differences in spatial abilities: a meta-analysis. Child Dev 56:1479–1498Martin-Dorta N, Sanchez-Berriel I, Bravo M, Hernandez J, Saorin JL, Contero M (2010) A 3D educational mobile game to enhance student’s spatial skills, ICALT, pp.6–10, 2010 10th IEEE International Conference on Advanced Learning TechnologiesMartin-Dorta N, Saorin J, Contero M (2008) Development of a fast remedial course to improve the spatial abilities of engineering students. J Eng Educ 27(4):505–514Martin-Dorta N, Saorin JL, Contero M (2011) Web-based spatial training using handheld touch screen devices. Educ Technol Soc 14(3):163–177McGee MG (1979) Human spatial abilities: psychometric studies and environmental, genetic, hormonal, and neurological influences. Psychol Bull 86:889–918Noguera JM, Segura RJ, Ogayar CJ, Joan-Arinyo R (2011) Navigating large terrains using commodity mobile devices. Comput Geosci 37:1218–1233Okagaki L, Frensch PA (1994) Effects of video game playing on measures of spatial performance: gender effects in late adolescence. J Appl Dev Psychol 15(1):33–58Pulli K, Aarnio T, Miettinen V, Roimela K, Vaarala J (2007) Mobile 3D graphics with OpenGL ES and M3G. Editorial Morgan KaufmannQuaiser-Pohl C, Geiser C, Lehmann W (2005) The relationship between computer-game preference, gender, and mental-rotation ability. Personal Individ Differ 40(3):609–619Smith IM (1964) Spatial ability- its educational and social significance. The University of London Press, LondonSorby S (2007) Developing 3D spatial skills for engineering students. Australas Assoc Eng Educ 13(1):1–11Terlecki MS, Newcombe NS (2005) How important is the digital divide? The relation of computer and videogame usage to gender differences in mental rotation ability. Sex Roles 53(5/6):433–441Terlecki MS, Newcombe NS, Little M (2008) Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns. Appl Cogn Psychol 22:996–1013Thurstone LL (1950) Some primary abilities in visual thinking (Tech. Rep. No. 59). IL University of Chicago Psychometric Laboratory, ChicagoThurstone LL, Thurstone TG (1941) Factorial studies of intelligence. Psychometric monographs. Chicago Press, ChicagoVanderberg S, Kuse A (1978) Mental Rotation, a group test of three dimensional spatial visualization. Percept Mot Skills 47:599–604Zimmerman WS (1954) Hypotheses concerning the nature of the spatial factors. Educ Psychol Meas 14:396–40

User VR Experience and Motivation Study in an Immersive 3D Geovisualization Environment Using a Game Engine for Landscape Design Teaching

Realistic 3D geovisualization is necessary to facilitate the perception of a landscape designer in relation to the environment, which is a determining factor in decision-making in landscape planning and management. In the field of landscape design teaching learning environments, game engines can offer an immersive 3D geovisualization mode through Virtual Reality technology, which, in addition, can be motivating for the student. Game engines allow designing the scenarios where videogames take place, but game engines can also be used for geovisualization tasks in landscape design teaching environments. In this article, we present the landscape workshop, using a Unity 3D game engine. Twenty-five architect students performed landscape design tasks and worked with an interactive 3D geovisualization low-immersive desktop screen environment. The perception of the 3D environment during geovisualization was analyzed through the Questionnaire on User eXperience in Immersive Virtual Environments, and the motivational factor with the Intrinsic Motivation Inventory. Results showed a high perception of the 3D environment during geovisualization in the nine subcategories (sense of presence, engagement, immersion, flow, usability, emotion, judgment, experience consequence, and technology adoption) analyzed. The game engine-based teaching approach carried out has been motivating for students, with values over 5 (in a 1–7 Likert scale) in the five subscales considered

Collaborative Graphic Simulation Experience Through Project-Based Learning to Develop Spatial Abilities

Engineering and architecture education deals with a great challenge, to develop students' spatial abilities. Although there is an innumerable list of three-dimensional CAD software that seems to overcome this need, the ability to mentally visualize their ideas allows providing solutions faster and in greater detail. At the same time, graphic subjects need to adapt teaching to favor skills such as teamwork and problem solving, while students face how to understand theoretical content that is abstract to them. This research explores a collaborative graphic simulation proposal through Project-Based Learning that responds to the set of needs to determine if the graphic simulation of a real object can improve the spatial skill. The quasi-experimental research involved 29 undergraduate engineering students. The CoGraphS scale was designed and validated to measured student perception towards their involvement in a collaborative graphic simulation and MRT and DAT tests were applied to measure pre and post spatial and mental rotation skills. Descriptive analysis and Student's t statistic were applied to define the sample perception and to verify the improvement of spatial abilities. Multiple linear regression analysis was conducted to examine correlations among PBL variables and students' satisfaction with the process, result, motivation and communication. The results provide evidence of a positive relationship between the experience and the improvement of spatial skills. The manuscript contributes and discusses the influence of a series of variables that have not yet been widely discussed in the PBL in engineering

Landscape Design Outdoor–Indoor VR Environments User Experience

Virtual reality (VR) helps to visualize the spatial relationships between the different elements of the landscape in landscape architecture, allowing the user to feel the designed environment and navigate through it interactively. VR can be used to navigate spaces designed both indoors (inside a building) and outdoors (landscape). In the present research, the perception of the 3D environment during navigation was compared between indoor and outdoor virtual reality environments. The value of the user experience was measured with the Questionnaire on User eXperience in Immersive Virtual Environments, analyzing the presence, engagement, immersion, flow, skill, emotion, usability, technology adoption, judgment and experience consequence subscales. In overall self-reported user experience, results showed that the perception of the environment during navigation was higher in open VR environments than in closed ones. Regarding subscales, the existence of obstacles limits the freedom of movement, which causes a lesser sense of presence. A more fluid VR navigation also generates positive effects on the flow subscale. In outdoor environments, lighting generates shadows, which help in spatial perception and orientation tasks during navigation, which facilitates and increases the perception of immersion. In closed environments, light plays a less important role during navigation

Blokify: Juego de modelado e impresión 3D en tableta digital para el aprendizaje de vistas normalizadas y perspectiva

En este artículo se analiza el uso del juego Blokify para introducir al alumnado en las competencias que relacionan las figuras tridimensionales con su representación bidimensional mediante las vistas normalizadas y la perspectiva. Estos contenidos se estudian en asignaturas de dibujo a partir de secundaria y Bachillerato.Blokify es un juego gratuito para tabletas digitales que permite modelar figuras tridimensionales de forma similar al popular video juego Minecraft: "bloque a bloque”. Las figuras modeladas con Blokify se pueden imprimir en 3D de manera casi directa. Existen informes internacionales que valoran la potencialidad de los videojuegos como recurso educativo y las Tabletas Digitales y la Impresión 3D como tecnologías con repercusión en la enseñanza.En este artículo se detalla la experiencia realizada en el curso 2013-2014 con grupos de Educación Primaria (3º y 5º) y un grupo de 4º ESO. La actividad se llevó a cabo en el centro concertado Colegio Nuryana de San Cristóbal de La Laguna y participaron un total de 70 alumnos. La experiencia llevada a cabo con alumnos de primaria permite ver que con estas nuevas estrategias de aprendizaje, contenidos del curriculum de secundaria, podría empezar a estudiarse en cursos de primaria