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dc.contributor.author | Olmos-Raya, E. | es_ES |
dc.contributor.author | Ferreira-Cavalcanti, J. | es_ES |
dc.contributor.author | Contero, M. | es_ES |
dc.contributor.author | Castellanos-Baena, M.C. | es_ES |
dc.contributor.author | Chicci-Giglioli, I.A. | es_ES |
dc.contributor.author | Alcañiz, M. | es_ES |
dc.date.accessioned | 2018-06-11T04:27:33Z | |
dc.date.available | 2018-06-11T04:27:33Z | |
dc.date.issued | 2018 | es_ES |
dc.identifier.issn | 1305-8215 | es_ES |
dc.identifier.uri | http://hdl.handle.net/10251/103780 | |
dc.description.abstract | [EN] The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions. | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Eurasia Publishing House | es_ES |
dc.relation.ispartof | Eurasia Journal of Mathematics Science and Technology Education | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Immersion | es_ES |
dc.subject | Emotion induction | es_ES |
dc.subject | Motivation | es_ES |
dc.subject | Knowledge acquisition | es_ES |
dc.subject | Head-mounted display | es_ES |
dc.subject.classification | EXPRESION GRAFICA EN LA INGENIERIA | es_ES |
dc.title | Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process | es_ES |
dc.type | Artículo | es_ES |
dc.identifier.doi | 10.29333/ejmste/85874 | es_ES |
dc.rights.accessRights | Abierto | es_ES |
dc.contributor.affiliation | Universitat Politècnica de València. Instituto Interuniversitario de Investigación en Bioingeniería y Tecnología Orientada al Ser Humano - Institut Interuniversitari d'Investigació en Bioenginyeria i Tecnologia Orientada a l'Ésser Humà | es_ES |
dc.contributor.affiliation | Universitat Politècnica de València. Departamento de Ingeniería Gráfica - Departament d'Enginyeria Gràfica | es_ES |
dc.description.bibliographicCitation | Olmos-Raya, E.; Ferreira-Cavalcanti, J.; Contero, M.; Castellanos-Baena, M.; Chicci-Giglioli, I.; Alcañiz, M. (2018). Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process. Eurasia Journal of Mathematics Science and Technology Education. 14(6):2045-2057. doi:10.29333/ejmste/85874 | es_ES |
dc.description.accrualMethod | S | es_ES |
dc.relation.publisherversion | https://doi.org/10.29333/ejmste/85874 | es_ES |
dc.description.upvformatpinicio | 2045 | es_ES |
dc.description.upvformatpfin | 2057 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.description.volume | 14 | es_ES |
dc.description.issue | 6 | es_ES |
dc.relation.pasarela | S\355812 | es_ES |