About this paper

Appears in:
Page: 224 (abstract only)
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0104

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain


J. Del Pino1, P. Moyano-Cires1, F.J. Mourin1, J.M. Garcia1, J. Garcia2, M. Lobo1, A. Pelayo1, E. Sola1, M.J. Anadon1, M.T. Frejo1

1Complutense University (SPAIN)
2Alfonso X University (SPAIN)
The Bologna Declaration states the need for changes in the methodology of teaching, promoting as an alternative to lectures using new learning and knowledge technologies (LKT). The use of LKT in education can easily develop key aspects of the European Higher Education Area (EHEA), such as transparency and quality in learning, global assessment of student work and finally and perhaps most important, student autonomy. Thus, the Professor will start acting as a guide for students. So the Professor of today must become involved in the design and development of new content and distribution process, including virtual teaching platforms.

Studies by Felder and Silverman, (1988) on the retention and compression rates of content in students who receive information through different channels and interact with the Professor in real time, show that 10% of what is read is retained, 30% of what is seen, 50% of what is seen and heard, 70% of what is said or written and 90% of what is done. Therefore, it is very important to implement new systems that increase the participation of students to fix long-term knowledge.

On the other hand, due to the growing lack of motivation of university students, the concept of gamification, defined as the use of mechanics, dynamics and game frames, is being introduced in the field of teaching to increase the interest of students in the subjects they study; transforming the learning process into something fun and playful. The concept of gamification is an element that allows integrating different educational methodologies. In addition, it is necessary to implement methodologies of simulated environments that allow students a more practical training in order to help them adapt to the real practice of their profession.

The use of simulated virtual environments with avatars produces an increase in the motivation and interactivity of students both outside and inside the classes. This methodology also facilitates access to early learning of the procedures of the practice of the profession, which is aimed so students can apply in a practical way the theoretical knowledge acquired, which allows a better incorporation into the work market. The application of simulated virtual environment will serve to create games in which the groups of students created will have to face several problems for whose resolution they will have to apply in a practical way the theoretical knowledge acquired in class.

The applications that will be used have the advantage of facilitating the follow-up by the Professor of the actions of each student of the group in the resolution of the problems. Finally, the use of simulated virtual worlds delves into the application of collaborative/competitive learning, since students must work in groups to solve the problems raised while they will compete with other groups for the rewards.

We believe that the use of the simulated virtual environments together with the methodology will produce a better acquisition of competences aimed at the integration in the working market of the students.

Changing teaching model is a big effort from the Professor. However, this effort will improve students’ achievement by increasing their participation, motivation and helping to apply theoretical knowledge into a controlled practical environment. Thus, reaching one of the EHEA’s objectives, as is easing students’ incorporation to the working market.
author = {Del Pino, J. and Moyano-Cires, P. and Mourin, F.J. and Garcia, J.M. and Garcia, J. and Lobo, M. and Pelayo, A. and Sola, E. and Anadon, M.J. and Frejo, M.T.},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.0104},
url = {http://dx.doi.org/10.21125/inted.2019.0104},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {224}}
AU - J. Del Pino AU - P. Moyano-Cires AU - F.J. Mourin AU - J.M. Garcia AU - J. Garcia AU - M. Lobo AU - A. Pelayo AU - E. Sola AU - M.J. Anadon AU - M.T. Frejo
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.0104
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 224
EP - 224
ER -
J. Del Pino, P. Moyano-Cires, F.J. Mourin, J.M. Garcia, J. Garcia, M. Lobo, A. Pelayo, E. Sola, M.J. Anadon, M.T. Frejo (2019) VIRTUAL REALITY LEARNING OF TOXICOLOGY STUDENTS USING CLICKER SYSTEM APPLICATIONS, INTED2019 Proceedings, p. 224.