12 research outputs found
Handheld Augmented Reality in education
[ES] En esta tesis llevamos a cabo una investigación en Realidad Aumentada (AR) orientada a entornos de
aprendizaje, donde la interacción con los estudiantes se realiza con dispositivos de mano. A través de
tres estudios exploramos las respuestas en el aprendizaje que se pueden obtener usando AR en
dispositivos de mano, en un juego que desarrollamos para niños. Exploramos la influencia de AR en
Entornos de Aprendizaje de Realidad Virtual (VRLE) y las ventajas que pueden aportar, así como sus
límites. También probamos el juego en dos dispositivos de mano distintos (un smartphone y un Tablet
PC) y presentamos las conclusiones comparándolos en torno a la satisfación y la interacción.
Finalmente, comparamos interfaces táctiles y tangibles en aplicaciones de AR para niños bajo una
perspectiva en Interacción Hombre-Máquina.[EN] In this thesis we conduct a research in Augmented Reality (AR) aimed to learning environments, where
the interaction with the students is carried out using handheld devices. Through three studies we
explore the learning outcomes that can be obtained using handheld AR in a game that we developed
for children. We explored the influence of AR in Virtual Reality Learning Environments (VRLE) and the
advantages that can involve, as well as the limits. We also tested the game in two different handheld
devices (a smartphone and a Tablet PC) and present the conclusions comparing them concerning
satisfaction and interaction. Finally, we compare the use tactile and tangible user interfaces in AR
applications for children under a Human-Computer Interaction perspective.González Gancedo, S. (2012). Handheld Augmented Reality in education. http://hdl.handle.net/10251/17973Archivo delegad
Actividades de aprendizaje utilizando sensores de dispositivos móviles personales
Este trabajo se centra en el diseño de actividades innovadoras centradas en dispositivos
móviles, de manera que los estudiantes puedan realizarlas con su propio teléfono
móvil (BYOD-Bring Your Own Device). La utilización de estos dispositivos aporta
productividad personal, reducción de barreras entre el aprendizaje formal e informal,
fomento del aprendizaje social y del “aprender haciendo”, reduciendo costes considerablemente.
Las principales aportaciones de este trabajo consisten en el diseño de dos actividades
epecíficas además de proponer ideas para nuevos desarrollos. Una actividad
consiste en la medición del campo magnético terrestre utilizando el magnetómetro, y
en la otra actividad, interdisciplinar entre las ramas de música y tecnología, se construye
una sencilla guitarra eléctrica, estimulando la creatividad de los estudiantes.
Con estas actividades se utilizan las nuevas tecnologías aplicadas a la educación, y
aprovechan los avances recientes planteando actividades innovadoras que despiertan
el interés de los estudiantes por la materia.Departamento de Física de la Materia Condensada, Cristalografía y MineralogíaMáster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idioma
Evaluation of learning outcomes using an educational iPhone game vs. traditional game
In this paper, we present an initial study to determine the subject preferences for educational computer
games for children, in which 150 education professionals participated. From the results of this
first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism,
solidarity and tolerance following established learning theories, several design principles, and the
objectives and competences of the Spanish law for primary education. We also report on a second
study to determine whether the iPhone game has better learning outcomes than a traditional game by
analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of
playing with consoles or computer games was also taken into account in this second study, and the
worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not
show significant differences between the two groups. However, 96% of the children indicated that they
would like to play with the iPhone game again, and 90% indicated that they preferred the experience
with the iPhone game over the traditional one. From these results, we can conclude that the children
achieved similar knowledge improvements using both the autonomous game (iPhone game) and the
custom, guided game (traditional game). This could facilitate versatility in the learning process since
the learning activity could be performed at any place and time without requiring supervision.
Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training
needs.
2013 Elsevier Ltd. All rights reserved.This work was funded by the Spanish APRENDRA project (TIN2009-14319-C02).Furió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. https://doi.org/10.1016/j.compedu.2012.12.001S1236
The effects of the size and weight of a mobile device on an educational game
In this paper, we present an educational game for an iPhone and a Tablet PC. The main objective of the
game was to reinforce children's knowledge about the water cycle. The game included different interaction
forms like the touch screen and the accelerometer and combined AR mini-games with non-AR
mini-games for better gameplay immersion. The main differences between the two devices were
screen size and weight. A comparative study to check how these differences affect different aspects was
carried out. Seventy-nine children from 8 to 10 years old participated in the study. From the results, we
observed that the different characteristics (screen size and weight) of the devices did not influence the
children's acquired knowledge, engagement, satisfaction, ease of use, or AR experience. There was only
a statistically significant difference for the global score in which the iPhone was scored higher.We would
like to highlight that the scores for the two devices and for all the questions were very high with means
of over 4 (on a scale from 1 to 5). These positive results suggest that games of this kind could be
appropriate educational games and that the mobile device used may not be a decisive factor. (C)2012 Elsevier Ltd. All rights reserved.This work was funded by the Spanish APRENDRA project (TIN2009-14319-C02). We would like to thank the following for their contributions: The "Escola d'Estiu" and especially Juan Cano, Miguelon Gimenez, and Javier Irimia. This work would not have been possible without their collaboration. Noemi Rando, Encarna Torres, Severino Gonzalez, M. Jose Vicent, Patricia Liminana, Tamara Aguilar, Alfonso Lopez, Yolanda Martinez, Enrique Daunis, M. Jose Martinez, and Eloy Hurtado for their help. The children's parents who signed the agreement to allow their children to participate in the study. The children who participated in the study. The ETSInf for letting us use its facilities during the testing phase.Furió Ferri, D.; González Gancedo, S.; Juan Lizandra, MC.; Seguí, I.; Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers and Education. 64:24-41. https://doi.org/10.1016/j.compedu.2012.12.015S24416
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How reliably can algorithms identify eosinophilic asthma phenotypes using non-invasive biomarkers?
Asthma is a heterogeneous respiratory disease that encompasses different inflammatory and functional endophenotypes. Many non-invasive biomarkers has been investigated to its pathobiology. Heany et al proposed a clinical algorithm that classifies severe asthmatic patients into likely-eosinophilic phenotypes, based on accessible biomarkers: PBE, current treatment, FeNO, presence of nasal polyps (NP) and age of onset. We assessed the concordance between the algorithm proposed by Heany et al. with sputum examination, the gold standard, in 145 asthmatic patients of the MEGA cohort with varying grades of severity. No correlation was found between both classifications 0.025 (CI = 0.013-0.037). Moreover, no relationship was found between sputum eosinophilia and peripheral blood eosinophilia count in the total studied population. In conclusion, our results suggest that grouping the biomarkers proposed by Heany et al. are insufficient to diagnose eosinophilic phenotypes in asthmatic patients. Sputum analysis remains the gold standard to assess airway inflammation
En marcha con las TIC : recopilación de un año de noticias TICs
Se recopilan aportaciones de docentes extremeños que han llevado a cabo iniciativas relacionadas con las nuevas tecnologías, el acceso libre a la información y el software libre. Se describen los proyectos llevados a cabo por la administración educativa extremeña para promocionar el uso de las tecnologías de la información y la comunicación, entre otras: la plataforma educativa Rayuela, el proyecto de formación a distancia Avanza, el portal del docente Profex, etc..ExtremaduraConsejería de Educación. Dirección General de Política Educativa; Calle Delgado Valencia, 6; 06800 Mérida (Badajoz); +34924006714; +34924006716; [email protected]
En marcha con las TIC : experiencias con las tecnologías educativas en Extremadura
Se recopilan aportaciones y experiencias de profesionales de la educación extremeños que han empleado programas y herramientas para crear materiales que sirvan para su trabajo en el aula y para promocionar el aprendizaje a través del uso del ordenador.ExtremaduraConsejería de Educación. Dirección General de Política Educativa; Calle Delgado Valencia, 6; 06800 Mérida (Badajoz); +34924006714; +34924006716; [email protected]