Publication: Pensamiento computacional basado en realidad virtual y razonamiento complejo : caso de estudio secuencial
Authors
George-Reyes, Carlos Enrique ; López-Caudana, Edgar Omar
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/red.540841
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info:eu-repo/semantics/article
Description
Abstract
El desarrollo del Pensamiento Computacional (PC) en la formación escolar es considerado indispensable para habilitar a los estudiantes en la resolución de problemas complejos mediante el despliegue de habilidades como la identificación de patrones y el diseño de algoritmos. En este artículo se describe la evaluación de una experiencia de aprendizaje de los componentes del PC desde el enfoque del razonamiento complejo (R4C) utilizando una aplicación de realidad virtual basada en web (WebVR) llamada Virtual Campus. El método fue intrínseco de caso único con diseño de estudio secuencial basado en métodos cuantitativos. Se aplicaron dos instrumentos a 176 estudiantes universitarios, el primero para medir la aceptación del entorno virtual y el segundo para valorar el desarrollo del razonamiento complejo. Los resultados indican que la evaluación del virtual campus y sus herramientas satisfactorio, con valoraciones muy favorable en cuanto a la facilidad e intención de uso, asimismo, la experiencia de aprendizaje en 3D permitió escalar principalmente las competencias de pensamiento científico y crítico. Por lo anterior, se puede afirmar que la convergencia PC-R4C-WebVR generara dinámicas de aprendizaje innovadoras, alineadas con las demandas de una educación en constante cambio y que contribuyen en la mejora de prácticas para la resolución problemas.
The development of Computational Thinking (CT) in school education is considered essential to enable students to solve complex problems by deploying skills such as pattern identification and algorithm design. This article describes the evaluation of a learning experience of PC components from the complex reasoning approach (R4C) using a web-based virtual reality (WebVR) application called Virtual Campus. The method was intrinsic to a single case with a sequential study design based on quantitative methods. Two instruments were applied to 176 university students, the first to measure the acceptance of the virtual environment and the second to assess the development of complex reasoning. The results indicate that the evaluation of the virtual campus and its tools is satisfactory, with very favorable evaluations in terms of ease and intention of use, likewise, the 3D learning experience allowed to scale mainly scientific and critical thinking skills. Due to the above, it can be affirmed that the PC-R4C-WebVR convergence will generate innovative learning dynamics, aligned with the demands of a constantly changing education and that contribute to the improvement of problem-solving practices.
The development of Computational Thinking (CT) in school education is considered essential to enable students to solve complex problems by deploying skills such as pattern identification and algorithm design. This article describes the evaluation of a learning experience of PC components from the complex reasoning approach (R4C) using a web-based virtual reality (WebVR) application called Virtual Campus. The method was intrinsic to a single case with a sequential study design based on quantitative methods. Two instruments were applied to 176 university students, the first to measure the acceptance of the virtual environment and the second to assess the development of complex reasoning. The results indicate that the evaluation of the virtual campus and its tools is satisfactory, with very favorable evaluations in terms of ease and intention of use, likewise, the 3D learning experience allowed to scale mainly scientific and critical thinking skills. Due to the above, it can be affirmed that the PC-R4C-WebVR convergence will generate innovative learning dynamics, aligned with the demands of a constantly changing education and that contribute to the improvement of problem-solving practices.
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Citation
RED: revista de educación a distancia, N. 73, V. 23, 2023
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