=Paper=
{{Paper
|id=Vol-3353/paper14
|storemode=property
|title=Model for the Development of Virtual Reality Applications for Learning Geometry in Basic Education
|pdfUrl=https://ceur-ws.org/Vol-3353/paper14.pdf
|volume=Vol-3353
|authors=Humberto Muñoz-Bautista,Héctor Cardona-Reyes,Miguel Angel Ortiz-Esparza,Jaime Muñoz-Arteaga,Cesar Gonzalo Vera-Vásquez
|dblpUrl=https://dblp.org/rec/conf/citie/BautistaREAV22
}}
==Model for the Development of Virtual Reality Applications for Learning Geometry in Basic Education==
https://ceur-ws.org/Vol-3353/paper14.pdf
Model for the Development of Virtual Reality Applications for
Learning Geometry in Basic Education.
Humberto Muñoz Bautista 1, Héctor Cardona Reyes 2, *, Miguel Angel Ortiz Esparza 2, Jaime
Muñoz Arteaga 1 and Cesar Gonzalo Vera-Vasquez 3
1 Universidad Autónoma de Aguascalientes, Aguascalientes, Ags. México
2 Centro de Investigación en Matemáticas, Zacatecas, México
3 Universidad Continental, Arequipa, Perú
Abstract
Activities for pedagogical purposes are implemented following instructional techniques; being
these in turn part of the strategies; Therefore, in education there is a great diversity of
educational resources that are used in the teaching and learning processes, that are part of a
remarkable contribution. In Mexico, at the basic and upper secondary levels, the educational
model is currently based on competencies. Where it is sought that the student has the necessary
tools to face the situations of daily life, so the use of Virtual Reality (VR) would allow students
to find themselves in virtual immersive situations similar to the real ones and prepare for the
real world. The VR opens an option in the teaching-learning process that allows students to
live experiences that they may not be able to live in the real world, but in a virtual world they
can experience it.
Keywords 1
Virtual reality, Basic education, model, Math Skills.
1. Introduction
In general, mathematical skills have become the most difficult skills seen by students [1, 2], whether
they are moved by the historical part, the little interest or by the complexity of the same, taking into
account the above and the advances in information and communication technologies, in the present
work a model proposal is made that will allow having tools that allow reducing or removing the
rejection of mathematics, through the use of virtual reality devices, which would make the teaching of
mathematical skills; specifically the skills in geometry and the development of spatial thinking; in an
interactive teaching-learning process.
With the great technological development that has occurred in recent years, we can see how
technology has led to what some authors call the new "social revolution", with the development of "the
information society". With this, we want to refer to the fact that the raw material "information" will be
the engine of this new society, and around it, new professions and jobs will arise, or existing professions
will be adapted. We see a clear example in education where technology is used to a greater extent every
day, where ICTs allow the development of new electronic teaching materials that use different media.
For this reason, the work of the classroom and outside of it in education has undergone important
changes thanks to the inclusion of ICT in education. According to the OECD report [3] All countries
seek to improve the quality and efficiency of education, so the use of ICTs was used to achieve this
objective.
CITIE 2022: : International Congress on Trends in Educational Innovation, November 8-10, 2022, Arequipa, Perú
*Corresponding author.
EMAIL: hmuntista@gmail.com (H. Muñoz-Bautista); hector.cardona@cimat.mx (H. Cardona-Reyes); ing.miguel.o.e@gmail.com (M. Ortiz-
Esparza); jaime.munoz@edu.uaa.mx (J. Muñoz-Arteaga); cverav@continental.edu.pe (C. Vera-Vasquez);
ORCID: 0000-0003-1720-0554 (H. Muñoz-Bautista); 0000-0002-9626-6254 (H. Cardona-Reyes); 0000-0001-8762-5780 (M. Ortiz- Esparza);
0000-0002-3635-7592(J. Muñoz-Arteaga); 0000-0003-4168-5117 (C. Vera-Vasquez)
©️ 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
2. Problem Outline
One of the many sections of technology is Virtual Reality, technology that is considered new;
however, it has been in use since 1965 when the first case was built and the first program was created
[4] and its concept was proposed in 1973 [5]. This technology has a wide range of applicability,
resulting in the fact that today we see Virtual Reality applications in the entertainment, training, tourism,
marketing, productive and industrial sectors, medicine and education.
Allowing in each area an advance and understanding of the processes in an interactive and immersive
way; by the very nature of technology; which allows its use in a natural way in the teaching-learning
process, where it is sought to obtain new tools to benefit the fulfillment of competences in the students.
The basis of most Virtual Reality applications focuses on using the theory that directly experienced
knowledge is better retained than when listening to or observing a situation; This theory uses the concept
of knowledge in the first person[6], which goes hand in hand with the main axis of the teaching-learning
process of current educational models, where the construction and acquisition of knowledge is intended
through experiences, projects and own situations, which unlike the method used in the methodologies
traditional educational, it is sought that the student is the central protagonist of the process.
The implementation of didactic learning methods has been tested in a large number of works.
According to a study by Bloxham and Wileman [7, 8] published in the Journal of Virtual Studies,
students who experienced hands-on education using virtual reality increased their retention rates by up
to 18.1% in math, followed by 13.1% in mechanics and 2.9% in engineering.
Taking into account these possibilities, not only is it possible to improve the teaching-learning
process, but it would allow students to have the opportunity to live experiences that in many cases they
already have at an adult age or many occasions such situations cannot be experienced; An example is
being able to interact with ecosystems, animals, plants, cities that are not in the student's place of origin.
In Mexico, the teaching-learning process is undergoing a series of reforms that seek to privilege the
achievement of skills by students and that they achieve a construction of their knowledge through lived
experiences [9], Therefore, by implementing virtual reality technology, the experiences that students
will have can be enhanced, allowing them to overcome the barrier of distances, times and adverse
situations such as the current pandemic, providing an interactive and immersive opportunity in their
education through virtual environments and interactive, encouraging students to be more active and
involved in classes, allowing greater student involvement in their training and strengthening the
construction of their knowledge in the teaching-learning process.
3. Model
The model for the development of virtual reality applications in learning determines the necessary
elements for the development of virtual reality educational environments to be used in the teaching-
learning process of the students. Scenarios are designed primarily that allow a playful environment for
students that by integrating components such as; rules, achievements, prizes, 3D models, interaction,
and immersion, allow achieving the skills and learning objectives set by the teachers, with special
emphasis on facilitating the explanation of complex or abstract concepts [10]; like math concepts.
Figure 1 shows the general phases of the proposed model, in which education professionals participate,
who are the primary agents for the implementation of virtual reality applications in the teaching-learning
process, providing the necessary objectives for learning and development of skills. student
competencies.
Scenery
Education Analysis of
Professionals learning Stage Design Virtual used by
Implementation
objectives students
Figure 1: Model for the development of virtual reality applications for learning geometry in basic
education.
For the first phase corresponding to the analysis of learning objectives, it is proposed as a phase of
analysis of requirements, where the goals, educational needs and competencies that are desired to be
fulfilled in the student's learning are defined. In order to be included in the script of the virtual reality
educational environment. In the second phase; stage design; It will be the modeling and creation phase
of each of the virtual reality elements that allow the fulfillment of the learning objectives set out in the
previous phase; to carry out the development of the application and to be able to fulfill the necessary
elements for virtual reality applications. In the last phase corresponding to the implementation, the
interpretation of the learning objectives and the design of the scenario for the realization of the technical
specifications required by the system take place, obtaining as a result the virtual scenario that is the set
of elements that implement the requirements and models obtained in the previous phases, with which
the student will have the interaction to fulfill objectives and develop skills in their learning process.
For virtual reality applications, the objective is to give the user the sensation that he is in the place
that the virtual world shows, so we require a set of elements that allow said sensation. Among the main
elements that virtual reality applications have are those shown in Figure 2 and described below:
• Script: based on the goals set in the learning objective analysis phase, it will guide the user to meet
goals and develop skills.
• Materials and textures: Digital components for the construction of objects for the virtual world,
providing characteristics and realism to the objects.
• 3D Models: Objects that will model reality on the virtual stage for interaction with the user.
• Scenario: definition of the place and/or environment where the student is for the fulfillment of
objective.
• Immersion: defines the level of immersion that the user will have in virtual reality, use of glasses,
helmets, 360 audio and video components that allow students to feel in the virtual world.
• Interaction: components for the identification of the student in the real world and transfer actions and
movements to the virtual world. Use of monitoring system and controls to carry out actions.
Figure 2: Virtual reality elements in the educational environment.
The sum of the above elements make up the virtual reality educational environment, where through
the implementation of video, audio and user monitoring resources, they will contribute to the degree of
immersion that the student can have. The virtual reality educational environment will allow students to
carry out practical activities of their skills in a safe environment, becoming excellent educational tools
[11, 12, 13].
The set of components mentioned above can increase the school development of students, improving
their cognitive skills, obtaining skills defined by the education model and improving attention and
concentration in solving specific problems due to its playful nature [14, 15].
4. Case Study
Following the proposed model, the table of key learnings for integral education was carried out
together with the teachers (table 1) that according to the “Secretaría de Educación Pública (SEP)”
establish the competencies that basic education students must comply [16]; Specifically, those
corresponding to the competences of geometry and spatial thinking were selected.
Table. 1.
Key learning for Comprehensive education (skills in geometry and spatial thinking).
Axis Competition Expected learning
Number, Patterns, ✓ Analyze sequences of numbers and
Algebra geometric figures with arithmetic and geometric
and figures and progression
Variation equivalent ✓ Formulates first degree expressions
to represent properties (perimeters
expressions
and areas) of geometric figures and
verifies the equivalence of
expressions, both algebraically and
geometrically (analysis of figures).
Form, Spacial location ✓ Locates objects and places whose
space and location is unknown, by interpreting
measure spatial relationships and landmarks.
✓ Represents and describes orally or in
writing routes to go from one place to
another in their immediate
environment (classroom, home,
school) or in their community.
✓ Read, interpret and design sketches,
plans and maps to communicate
orally or in writing the location of
beings or objects and routes.
✓ Solve situations involving the
location of points on the Cartesian
plane.
Figures and ✓ Reproduces models with shapes,
geometric figures and geometric bodies.
bodies ✓ Build configurations with shapes,
figures and geometric bodies.
✓ Construct and analyze geometric
figures, particularly triangles and
quadrilaterals, by comparing sides,
angles, parallelism, perpendicularity,
and symmetry.
With the selected skills and the expected learning, defining the requirements established by the
teachers, a selection of virtual reality applications was made that allow students to develop and fulfill
the skills of geometry and special thinking. The list of applications, skills and description of the scenario
is shown in the table 2.
Table. 2.
Relationship skills- VR applications.
Competition Learning scenarios App
Identification Teacher: Provides the Math VR[17]
of patterns, description of activities, jobs
geometric and knowledge expected for the
figures and development of the competence
equivalent by applying first degree
expressions expressions to obtain properties
of geometric figures
Location, (perimeters and areas).
management, Student: Using 3D figures,
identifies explain the characteristics of
each one and how their angles,
surfaces or bases are measured,
as well as their different shapes.
Spacial Teacher: Provides the Holofit [18]
location description of activities, tasks Recorridos virtuales [19]
and knowledge expected for the Beat Saber [20]
development of the competence
for the student to recognize
characteristics of objects and
figures; see directions and sizes
and identify changing
directions.
Student: Through virtual
scenarios such as tours in which
the student tries to identify
patterns, geometric figures and
use directions to locate objects,
places and meet objectives
through instructions.
Management Teacher: Provides the Neotrie VR [21]
of figures and description of activities, jobs
geometric and knowledge expected for the
bodies development of the competence
to analyze geometric figures.
Student: Using 3D figures,
build geometric figures to later
identify them in real world
objects.
5. Conclusions and Future Works
In the present work, the general model for the development of virtual reality applications to be used
in the teaching-learning process and a review of virtual reality applications that allow the development
of geometry and spatial thinking skills are taken as a starting point. As future work, the model will be
taken to adapt it in the development of virtual reality applications that allow to fulfill the competences
of geometry and special thinking in basic education, implementing virtual reality applications
developed and existing in the market with kindergarten students and primary schools in the state of
Aguascalientes.
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