A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach

Diego Alonso Iquira Becerra; Briseida Sotelo; Olha Sharhorodska

doi:10.1007/978-3-030-23525-3_32

A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach

Diego Alonso Iquira Becerra, Briseida Sotelo, Olha Sharhorodska

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

3 Scopus citations

Abstract

Virtual reality has an important role in learning physics since it provides students a virtual environment that simulates real-world situations. Virtual laboratories are a new alternative for teaching, as they provide safe environments where the student can repeat a practice without risk of damaging the equipment. Gamification allows motivating students through the application of game-design elements. The objective of this paper was to perform a mixed evaluation of the influence of immersive virtual reality and gamification on the learning of physics in a mobile learning environment. The proposed application is a low-cost alternative for both schools and universities that do not have the infrastructure to create a physics laboratory and a tool for distance learning in physics. 86 students of university education were tested and we analyzed the information generated by the students.

Original language	English
Title of host publication	HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings
Editors	Constantine Stephanidis
Publisher	Springer Verlag
Pages	247-254
Number of pages	8
ISBN (Print)	9783030235246
DOIs	https://doi.org/10.1007/978-3-030-23525-3_32
State	Published - 2019
Event	21st International Conference on Human-Computer Interaction, HCI International 2019 - Orlando, United States Duration: 26 Jul 2019 → 31 Jul 2019

Publication series

Name	Communications in Computer and Information Science
Volume	1034
ISSN (Print)	1865-0929
ISSN (Electronic)	1865-0937

Conference

Conference	21st International Conference on Human-Computer Interaction, HCI International 2019
Country/Territory	United States
City	Orlando
Period	26/07/19 → 31/07/19

Bibliographical note

Funding Information:
The present investigation is part of the project “Implementación de un Laboratorio virtual inmersivo de Astronomía usando Técnicas de Gamification dirigido a Alumnos de Secundaria” BA-0026-2017-UNSA, thanks to the financing granted by the Universidad Nacional de San Agustin de Arequipa.

Publisher Copyright:
© Springer Nature Switzerland AG 2019.

Keywords

Education
Gamification
Mobile
Physics
Virtual laboratory
Virtual reality

Access to Document

10.1007/978-3-030-23525-3_32

Cite this

Iquira Becerra, D. A., Sotelo, B., & Sharhorodska, O. (2019). A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach. In C. Stephanidis (Ed.), HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings (pp. 247-254). (Communications in Computer and Information Science; Vol. 1034). Springer Verlag. https://doi.org/10.1007/978-3-030-23525-3_32

Iquira Becerra, Diego Alonso ; Sotelo, Briseida ; Sharhorodska, Olha. / A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education : Results of a Mixed Approach. HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings. editor / Constantine Stephanidis. Springer Verlag, 2019. pp. 247-254 (Communications in Computer and Information Science).

@inproceedings{6850f3ca3d2647ebaffaf95ddbfb0df2,

title = "A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach",

abstract = "Virtual reality has an important role in learning physics since it provides students a virtual environment that simulates real-world situations. Virtual laboratories are a new alternative for teaching, as they provide safe environments where the student can repeat a practice without risk of damaging the equipment. Gamification allows motivating students through the application of game-design elements. The objective of this paper was to perform a mixed evaluation of the influence of immersive virtual reality and gamification on the learning of physics in a mobile learning environment. The proposed application is a low-cost alternative for both schools and universities that do not have the infrastructure to create a physics laboratory and a tool for distance learning in physics. 86 students of university education were tested and we analyzed the information generated by the students.",

keywords = "Education, Gamification, Mobile, Physics, Virtual laboratory, Virtual reality",

author = "{Iquira Becerra}, {Diego Alonso} and Briseida Sotelo and Olha Sharhorodska",

note = "Publisher Copyright: {\textcopyright} Springer Nature Switzerland AG 2019.; null ; Conference date: 26-07-2019 Through 31-07-2019",

year = "2019",

doi = "10.1007/978-3-030-23525-3_32",

language = "Ingl{\'e}s",

isbn = "9783030235246",

series = "Communications in Computer and Information Science",

publisher = "Springer Verlag",

pages = "247--254",

editor = "Constantine Stephanidis",

booktitle = "HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings",

address = "Alemania",

}

Iquira Becerra, DA, Sotelo, B & Sharhorodska, O 2019, A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach. in C Stephanidis (ed.), HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings. Communications in Computer and Information Science, vol. 1034, Springer Verlag, pp. 247-254, 21st International Conference on Human-Computer Interaction, HCI International 2019, Orlando, United States, 26/07/19. https://doi.org/10.1007/978-3-030-23525-3_32

A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education : Results of a Mixed Approach. / Iquira Becerra, Diego Alonso; Sotelo, Briseida; Sharhorodska, Olha.

HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings. ed. / Constantine Stephanidis. Springer Verlag, 2019. p. 247-254 (Communications in Computer and Information Science; Vol. 1034).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education

AU - Iquira Becerra, Diego Alonso

AU - Sotelo, Briseida

AU - Sharhorodska, Olha

N1 - Publisher Copyright: © Springer Nature Switzerland AG 2019.

PY - 2019

Y1 - 2019

N2 - Virtual reality has an important role in learning physics since it provides students a virtual environment that simulates real-world situations. Virtual laboratories are a new alternative for teaching, as they provide safe environments where the student can repeat a practice without risk of damaging the equipment. Gamification allows motivating students through the application of game-design elements. The objective of this paper was to perform a mixed evaluation of the influence of immersive virtual reality and gamification on the learning of physics in a mobile learning environment. The proposed application is a low-cost alternative for both schools and universities that do not have the infrastructure to create a physics laboratory and a tool for distance learning in physics. 86 students of university education were tested and we analyzed the information generated by the students.

AB - Virtual reality has an important role in learning physics since it provides students a virtual environment that simulates real-world situations. Virtual laboratories are a new alternative for teaching, as they provide safe environments where the student can repeat a practice without risk of damaging the equipment. Gamification allows motivating students through the application of game-design elements. The objective of this paper was to perform a mixed evaluation of the influence of immersive virtual reality and gamification on the learning of physics in a mobile learning environment. The proposed application is a low-cost alternative for both schools and universities that do not have the infrastructure to create a physics laboratory and a tool for distance learning in physics. 86 students of university education were tested and we analyzed the information generated by the students.

KW - Education

KW - Gamification

KW - Mobile

KW - Physics

KW - Virtual laboratory

KW - Virtual reality

UR - http://www.scopus.com/inward/record.url?scp=85069742368&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-23525-3_32

DO - 10.1007/978-3-030-23525-3_32

M3 - Contribución a la conferencia

AN - SCOPUS:85069742368

SN - 9783030235246

T3 - Communications in Computer and Information Science

SP - 247

EP - 254

BT - HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings

A2 - Stephanidis, Constantine

PB - Springer Verlag

Y2 - 26 July 2019 through 31 July 2019

ER -

Iquira Becerra DA, Sotelo B, Sharhorodska O. A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach. In Stephanidis C, editor, HCI International 2019 - Posters - 21st International Conference, HCII 2019, Proceedings. Springer Verlag. 2019. p. 247-254. (Communications in Computer and Information Science). doi: 10.1007/978-3-030-23525-3_32

A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach

Abstract

Publication series

Conference

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this