Design Process of Extended Reality Educational Resources in Engineering: A Comparison of Three Cases in Latin American Universities

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dc.article.number877209
dc.contributor.authorLara-Prieto V.
dc.contributor.authorRuiz-Cantisani M.I.
dc.contributor.authorRamirez-Robles L.A.
dc.contributor.authorMourgues C.
dc.contributor.authorPinzon-Salcedo L.A.
dc.contributor.authorBernal-Alvarado J.
dc.date.accessioned2025-05-01T10:32:41Z
dc.date.available2025-05-01T10:32:41Z
dc.date.issued2022
dc.description.abstract© 2022 IEEE.The Covid-19 pandemic demanded educators to explore new methods to provide their students with practical activities, despite the lockdown measures around the world. The use of Extended Reality (XR) technology, which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), offers special tools to transform the learning experience in engineering education with immersive environments. This study presents a comparison of the process followed to design XR resources for engineering education applications at three different universities in Latin America. The motivation of this work is to share the design experience, as well as the lessons learned and recommendations for educators that are looking into adopting XR technology in their courses. Even though the group of professors worked together along the project, the design of the immersive experience and the XR resource was different for each university according to its specific context and needs. The design process comprises the resource conceptual definition, the technological development, and the final product with academic use. The three design processes were compared to identify lessons learned, best practices, and recommendations for future XR resources in engineering education. XR technologies have a great potential in engineering education closing the gap between the classroom and the real-life practice using the principles of educational innovation.
dc.description.funderInstitute for the Future of Education, Tecnologico de Monterrey
dc.description.funderNovus Grant La Triada
dc.format.extent399 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1109/EDUCON52537.2022.9766595
dc.identifier.eisbn9781665444347
dc.identifier.eissn21659567
dc.identifier.isbn978-1-0716-1533-1
dc.identifier.issn21659559
dc.identifier.pubmedid35643804
dc.identifier.scieloidS0718-69242020000300109
dc.identifier.scopusidSCOPUS_ID:85130458591
dc.identifier.urihttps://doi.org/10.1109/EDUCON52537.2022.9766595
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103887
dc.identifier.wosidWOS:000836390500057
dc.information.autorucEscuela de Ingeniería; Mourgues Alvarez Claudio Enrique; 0000-0001-6706-2255; 2596
dc.issue.numero9
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final399
dc.pagina.inicio394
dc.publisherHUMANA PRESS INC
dc.relation.ispartofIEEE Global Engineering Education Conference, EDUCON
dc.revistaIEEE Global Engineering Education Conference, EDUCON
dc.rightsacceso restringido
dc.subjectEducational Innovation
dc.subjectEngineering Education
dc.subjectExtended Reality
dc.subjectHigher Education
dc.subjectSTEM
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.subject.ods03 Good health and well-being
dc.subject.odspa03 Salud y bienestar
dc.titleDesign Process of Extended Reality Educational Resources in Engineering: A Comparison of Three Cases in Latin American Universities
dc.typecomunicación de congreso
dc.volumen171
sipa.codpersvinculados2596
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-05-2025
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