Realidad virtual como estrategia didáctica de enseñanza de matemáticas para la escuela de educación básica Prof. Alberto Cruz Murillo

Abstract

New generations have brought with them great changes, one of them at the technological level, creating tools, resources and devices capable of even resembling reality; education is not exempt from these changes and does everything possible to adapt, incorporating them in the different moments of the classes. Virtual reality in recent years has had a great boom, as it allows the creation of virtual scenarios that are inspired by reality; in an educational context these spaces allow both teachers and students to have an immersive learning, where students interact in real time with the teacher and the contents, activities, resources incorporated within it. The research was directed to the students of the 5th year of EGB of the School of Basic Education "Prof. Alberto Cruz Murillo" belonging to the city of Machala, province of El Oro; it is worth mentioning that the whole process was developed in person. Alberto Cruz Murillo" belonging to the city of Machala, province of El Oro; it is worth mentioning that the whole process was developed in person, where initially a discussion was held with the teacher of the institution, which allowed to establish the following research problem; How does virtual reality and the creation of a virtual world as a teaching strategy for interaction with the contents of mathematics in the students of 5th EGB parallel "B" of the School of Basic Education "Prof. Alberto Cruz Murillo"? In the present research work, the incorporation of a virtual world that would allow the learning of mathematics in 5th grade students was taken as an important axis; for the development and construction of this virtual world, the OpenSim program and the Singularity Viewer software were used. The virtual world IVANDERV was developed with the objective of offering a better interaction between students and the contents and activities of the mathematics subject, providing better views, playful elements and a more personalized learning. Once the creation of the prototype had been completed and the recommendations and suggestions of the specialist and teacher during the first experience had been incorporated, the prototype was presented to the students, allowing them to have a direct experience with the contents, activities and resources included in IVANDERV. The research made use of qualitative and quantitative approaches such as pretest and posttest, which were: conversation and surveys applied to the selected sample. In addition, the ADDIE (Analysis, Design, Development, Implementation, Evaluation) methodology was used to carry out the instructional design of the prototype. After the experiences, we proceeded to collect data by means of a data collection instrument in order to verify the effectiveness of our virtual world as a didactic strategy. For the analysis of the results obtained in the surveys that were applied in the two interactions, SPSS software was used, which provides more information. The use of virtual worlds as a didactic strategy allows to innovate and capture the attention of students, all this accompanied by a methodology according to the needs of the class, improving interaction, participation, motivation and developing new skills and abilities, consequently; once the literature review was done and the results of the experiences were obtained, the impact of the virtual world IVANDERV as a didactic strategy to support the teaching-learning process in the subject of mathematics was evidenced, showing positive results.