Realidad virtual como estrategia didáctica para la enseñanza de matemáticas del 8vo año paralelo A del Colegio Eugenio Espejo

Abstract

Currently, the application of tics in the educational field has been of great help and has generated positive changes in the teaching praxis, however, one of the great problems is not knowing how to handle them, which causes traditionalist learning to prevail, creating a demotivating environment that affects academic performance. It should be emphasized that virtual reality is one of the various options that has emerged as a new teaching modality being applied in a variety of educational institutions worldwide being considered as a didactic strategy that allows to capture the interest of students in a new way in all kinds of subjects, but that turn the hours in the classroom into a more fun experience and promotes immersive learning, that is, through the experience of each student, achieving a greater educational impact is why it was considered important to use virtual reality as a didactic strategy for teaching mathematics. The objective of this research was to demonstrate the influence of virtual reality in the process of teaching and learning mathematics, showing the process of the whole experience of the students of the eighth year parallel "A" of the eugenio espejo school in the Machala canton, parish of Puerto Bolivar, in order to improve the teaching and learning process. To achieve this purpose, an educational resource based on virtual reality was designed using the Mozilla Hubs tool, in which we designed the mathematical room in which various activities were hosted, allowing us to achieve the stated purpose. This study focused on a quantitative (survey and observation sheet) and qualitative (interviews) research, using the Design-Based methodology, allowing us to innovate the educational action through the application of a tool to transform learning. Through data analysis, it is evident that the application of this type of technology in the classroom will help teachers in the future to encourage student participation and interaction, while getting them actively involved in their learning process. For the development of the prototype the five phases of the ADDIE model were applied, in the design stage during this phase the tool Hubs by Mozilla is analyzed and a pilot test is carried out from the main page "Create room" in order to study the virtual room, its scenes, the insertion of content, access to the room, avatar , In the development phase, the authors began to plan the activities to be carried out in the first experience with the teacher in charge of the students. It should be noted that the educational resource underwent some necessary changes to improve its operation (backgrounds, scenarios, colors and activities) suggested by the experts in educational technology and the teacher of the institution. In experience II, once the adjustments had been made, the resource was applied to the students. In the development of the experience, positive results have been observed, both in the experts, students and the teacher who interacted with the resource. The objective of this research was to inform the importance of using virtual reality as a didactic strategy, oriented to the learning process of mathematics, awakening their motivation and improving their academic performance.