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.
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Acknowledgments
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.
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Iquira, D., Sotelo, B., Sharhorodska, O. (2019). A Gamified Mobile-Based Virtual Reality Laboratory for Physics Education: Results of a Mixed Approach. In: Stephanidis, C. (eds) HCI International 2019 - Posters. HCII 2019. Communications in Computer and Information Science, vol 1034. Springer, Cham. https://doi.org/10.1007/978-3-030-23525-3_32
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DOI: https://doi.org/10.1007/978-3-030-23525-3_32
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