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Systematic Mapping on the Creation of Learning Activities Using Virtual Reality

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@article{IJASEIT16156,
   author = {Juan Pablo Valencia-Rosada and Santiago Andrés Aragón-Guzmán and Sandra Milena Roa-Martinez and Hendrys Tobar-Muñoz},
   title = {Systematic Mapping on the Creation of Learning Activities Using Virtual Reality},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {12},
   number = {2},
   year = {2022},
   pages = {565--571},
   keywords = {Virtual reality; learning activity; working framework; Bloom taxonomy; systematic mapping.},
   abstract = {Virtual Reality (VR) is a technology well equipped to enhance learning processes. The development of Learning Activities with Virtual Reality (LAVR), however, remains a complex process. This makes it a somewhat costly process, the full cost of which can be reduced by using a set of tools (framework) for implementing LAVR, involving an educational model with which to guide the developer. In this paper, we review scientific articles that focus on learning processes that use immersive technologies, seeking to identify frameworks and guidelines for the creation of LAVR. To do this, a systematic mapping of the scientific production in ScienceDirect was carried out, observing those studies from 2015 onward that involved topics including virtual reality, learning activities, Bloom taxonomy, and the state of the practice in which they are found. The results show that no studies are to be found in the literature on frameworks, guidelines, or recommendations either for the creation of LAVR or for the production of frameworks that facilitate this process using the Bloom taxonomy. However, studies can be found that guide the creation of LAVR, and these could be used as the basis for creating a framework. Based on the review, it could be concluded that VR favors learning processes at the various levels of education in a range of areas but that there is a paucity of directives able to facilitate the creation, adaptation, and incorporation of LAVR. This, therefore, constitutes a field of interest that merits further research.},
   issn = {2088-5334},
   publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},
   url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=16156},
   doi = {10.18517/ijaseit.12.2.16156}
}

EndNote

%A Valencia-Rosada, Juan Pablo
%A Aragón-Guzmán, Santiago Andrés
%A Roa-Martinez, Sandra Milena
%A Tobar-Muñoz, Hendrys
%D 2022
%T Systematic Mapping on the Creation of Learning Activities Using Virtual Reality
%B 2022
%9 Virtual reality; learning activity; working framework; Bloom taxonomy; systematic mapping.
%! Systematic Mapping on the Creation of Learning Activities Using Virtual Reality
%K Virtual reality; learning activity; working framework; Bloom taxonomy; systematic mapping.
%X Virtual Reality (VR) is a technology well equipped to enhance learning processes. The development of Learning Activities with Virtual Reality (LAVR), however, remains a complex process. This makes it a somewhat costly process, the full cost of which can be reduced by using a set of tools (framework) for implementing LAVR, involving an educational model with which to guide the developer. In this paper, we review scientific articles that focus on learning processes that use immersive technologies, seeking to identify frameworks and guidelines for the creation of LAVR. To do this, a systematic mapping of the scientific production in ScienceDirect was carried out, observing those studies from 2015 onward that involved topics including virtual reality, learning activities, Bloom taxonomy, and the state of the practice in which they are found. The results show that no studies are to be found in the literature on frameworks, guidelines, or recommendations either for the creation of LAVR or for the production of frameworks that facilitate this process using the Bloom taxonomy. However, studies can be found that guide the creation of LAVR, and these could be used as the basis for creating a framework. Based on the review, it could be concluded that VR favors learning processes at the various levels of education in a range of areas but that there is a paucity of directives able to facilitate the creation, adaptation, and incorporation of LAVR. This, therefore, constitutes a field of interest that merits further research.
%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=16156
%R doi:10.18517/ijaseit.12.2.16156
%J International Journal on Advanced Science, Engineering and Information Technology
%V 12
%N 2
%@ 2088-5334

IEEE

Juan Pablo Valencia-Rosada,Santiago Andrés Aragón-Guzmán,Sandra Milena Roa-Martinez and Hendrys Tobar-Muñoz,"Systematic Mapping on the Creation of Learning Activities Using Virtual Reality," International Journal on Advanced Science, Engineering and Information Technology, vol. 12, no. 2, pp. 565-571, 2022. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.12.2.16156.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Valencia-Rosada, Juan Pablo
AU  - Aragón-Guzmán, Santiago Andrés
AU  - Roa-Martinez, Sandra Milena
AU  - Tobar-Muñoz, Hendrys
PY  - 2022
TI  - Systematic Mapping on the Creation of Learning Activities Using Virtual Reality
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 12 (2022) No. 2
Y2  - 2022
SP  - 565
EP  - 571
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - Virtual reality; learning activity; working framework; Bloom taxonomy; systematic mapping.
N2  - Virtual Reality (VR) is a technology well equipped to enhance learning processes. The development of Learning Activities with Virtual Reality (LAVR), however, remains a complex process. This makes it a somewhat costly process, the full cost of which can be reduced by using a set of tools (framework) for implementing LAVR, involving an educational model with which to guide the developer. In this paper, we review scientific articles that focus on learning processes that use immersive technologies, seeking to identify frameworks and guidelines for the creation of LAVR. To do this, a systematic mapping of the scientific production in ScienceDirect was carried out, observing those studies from 2015 onward that involved topics including virtual reality, learning activities, Bloom taxonomy, and the state of the practice in which they are found. The results show that no studies are to be found in the literature on frameworks, guidelines, or recommendations either for the creation of LAVR or for the production of frameworks that facilitate this process using the Bloom taxonomy. However, studies can be found that guide the creation of LAVR, and these could be used as the basis for creating a framework. Based on the review, it could be concluded that VR favors learning processes at the various levels of education in a range of areas but that there is a paucity of directives able to facilitate the creation, adaptation, and incorporation of LAVR. This, therefore, constitutes a field of interest that merits further research.
UR  - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=16156
DO  - 10.18517/ijaseit.12.2.16156

RefWorks

RT Journal Article
ID 16156
A1 Valencia-Rosada, Juan Pablo
A1 Aragón-Guzmán, Santiago Andrés
A1 Roa-Martinez, Sandra Milena
A1 Tobar-Muñoz, Hendrys
T1 Systematic Mapping on the Creation of Learning Activities Using Virtual Reality
JF International Journal on Advanced Science, Engineering and Information Technology
VO 12
IS 2
YR 2022
SP 565
OP 571
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 Virtual reality; learning activity; working framework; Bloom taxonomy; systematic mapping.
AB Virtual Reality (VR) is a technology well equipped to enhance learning processes. The development of Learning Activities with Virtual Reality (LAVR), however, remains a complex process. This makes it a somewhat costly process, the full cost of which can be reduced by using a set of tools (framework) for implementing LAVR, involving an educational model with which to guide the developer. In this paper, we review scientific articles that focus on learning processes that use immersive technologies, seeking to identify frameworks and guidelines for the creation of LAVR. To do this, a systematic mapping of the scientific production in ScienceDirect was carried out, observing those studies from 2015 onward that involved topics including virtual reality, learning activities, Bloom taxonomy, and the state of the practice in which they are found. The results show that no studies are to be found in the literature on frameworks, guidelines, or recommendations either for the creation of LAVR or for the production of frameworks that facilitate this process using the Bloom taxonomy. However, studies can be found that guide the creation of LAVR, and these could be used as the basis for creating a framework. Based on the review, it could be concluded that VR favors learning processes at the various levels of education in a range of areas but that there is a paucity of directives able to facilitate the creation, adaptation, and incorporation of LAVR. This, therefore, constitutes a field of interest that merits further research.
LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=16156
DO  - 10.18517/ijaseit.12.2.16156