Mundo virtual 3d como estrategia didáctica en lengua y literatura del segundo bachillerato en la uep Dr. José Jaramillo Montoya

Abstract

The presence of Information and Communication Technologies is something that is undoubtedly essential in our society, this is due to the usefulness they represent, for Díaz & Valdés (2020) "they have opened a world of possibilities for learning, to the construction of knowledge, dialogic thinking and collaborative problem solving” (p.6). In the educational field, emphasis is placed on innovative educational resources that allow the student greater interaction and acquisition of knowledge, in this sense, virtual worlds meet these expectations and offer countless didactic possibilities for learning, breaking various barriers and facilitating communication. and simulation in a built environment that resembles reality and that allows the user to have the sensation of being evidenced by everything that his screen reflects. Given the various educational problems that teachers and students have to face today, we have a lack of interest in the study of theoretical subjects, producing a tediousness due to instructional instruments, in this way it is convenient to use experimental instruments that allow the student to reduce that lack of interest in learning Language and Literature, and take advantage of the educational trend that virtual worlds are generating. In view of all the above arguments, a 3D Virtual World is implemented in OpenSimulator as a didactic strategy to strengthen Problem -Based Learning in Language and Literature in the second year of parallel high school "A" of the Unidad Educativa Particular Dr. José Jaramillo Montoya. One of the objectives established in the investigative process is to determine the pedagogical effect produced by making use of virtual worlds as didactic strategies, for which we proceed to the use of Research Based on Design or also known as IBD, which allows combining technology and research to provide feasible educational solutions. To give greater veracity to the results obtained in the research, qualitative and quantitative research approaches are used, both approaches allow data to be collected through their own data collection instruments, such as pretest (survey), posttest (interview, survey), which allow us to analyze the data from a qualitative and statistical perspective. The present investigative process comprises a sample of 39 male and female participants in the area of language and literature, 38 of them are students with an age range of 14 to 17 years, and an institutional tutor in charge of the subject with an age of 56 years. During the design and development stages of the prototype, the ADDIE instructional design methodology is used, which by its acronym represents, the analysis, design, development, and execution of the prototype, consists of 5 clearly defined stages that allow the user to organize themselves in This process is essential for the development of technological resources. For the design of a virtual world under the ADDIE guidelines, it is necessary to use design platforms such as OpenSimulator, and Singularity Viewer, both resources allow outlining most of the stages involved and result in a Virtual World for learning Language and Literature. During the execution, the final stage included in ADDIE, the pedagogical effect on the user's behavior with the Virtual World is positively evidenced, such as greater interaction, arousing curiosity and the discovery of the resource, a higher level of interest is evidenced for the study of the subject, and the acceptance of the use of Virtual Worlds for the teaching-learning process. However, the design process of virtual worlds is not a simple task, it requires various aspects to be considered, a correct identification of the didactic requirements for the teaching-learning process through virtual worlds is needed, and the necessary means to allow the student an active participation. Virtual worlds are an educational trend that is increasingly gaining a greater position in education, allowing students to interact through various strategies, mainly problem-based learning, and empowering the student with greater autonomy and construction of learning.