Abstract:

Considering the tendencies set by the International Society for Technology in Education (ISTE), the possibility of making available to students the knowledge not only of their immediate environment but also of the world, becomes increasingly important and accessible, tools such as virtual reality (VR) allow to expand the walls of the classroom and turn the world into the learning space. With VR, at low cost, you can know places, approach situations, feel the emotion of other experiences and thereby make learning meaningful, allowing the immersion of the senses.

According to Margherita Cordano, one of the most recognized teachers in the world, the use of interactive scenarios is a way to complement what was studied in class and allows students to understand and retain, in a playful way, concepts that seemed far away, thus capturing their attention.

The 360º cameras and VR that they generate, make the artistic experience more accessible. With this technology, students can, for example, "enter" a painting, understand why and how the painter chose a specific color, a certain technique and, texture to achieve the desired effect.

On the other hand, 360º scenarios allow an immersion that helps in the retention of knowledge and deepens the learning because it turns the student into the protagonist of the environment.

These characteristics combined with the knowledge that remains implicit in the experience are those that we want to use to diminish to some extent the deficit in the commitment and interest of the student to learn.

During the research, we worked with control and experimental groups to measure the impact of the aforementioned technology on student learning. This experimentation was carried out in the following way: initially, the same subject was taught in both groups, in a group, content was delivered in a 360º format using Google Cardboards while in the other group content was shown traditionally. In a consecutive way, a topic was taught in both groups with 360º scenarios generated by the teachers using 360º cameras and Google Story Spheres. Finally, the modalities were inverted.

This study found that topics taught through immersive technologies had a higher retention and comprehension rates in comparison to those taught traditionally. This enhancement allowed to have deeper discussions and development of higher quality projects due to a better understanding of the basic elements of art and artistic techniques. Additionally, students were empowered to create their own content to show projects for this and other knowledge areas.

References:
[1] Margherita, C. F. (2016, Mar 06). La educación también quiere estar inmersa en el mundo de la realidad virtual. El Mercurio Retrieved from http://0-search.proquest.com.millenium.itesm.mx/docview/1770584318?accountid=41938

Keywords:

VR, immersion, art, techniques.