metaverso como ambiente de aprendizaje innovador para la interacción y participación aulica en la asignatura de historia en la uephm.

Abstract

The following research work is based on creating and implementing a metaverse as a learning environment with the participation of Lic. Marcos Vega, teacher of History at the "Hermano Miguel" Private Educational Unit located in the city of Machala, province of El Oro, which seeks greater participation in the classroom on the part of the students of the third year of high school, Due to the fact that the pandemic of 2020 left in evidence the problem of the research, in which from the virtual classes the interaction was scarce and the content did not call the attention of the students, that is why a virtual museum is proposed in which the students interact and visualize a more striking content. In order to carry out the research, the essential specific objectives that facilitate the fulfillment of the general objective of the research were proposed, in addition to conducting an analysis of accessible tools for the creation and implementation of a metaverse with a virtual museum theme. That is why Roblox Studio was chosen as the learning environment among several tools, due to the accessibility and simplicity it offers to all users for the creation of virtual worlds and the variety of content available within the tool. As for the content of the virtual museum, we took into account the Didactic Unit Plan provided by the teacher of the subject, which served for the choice of topics and later the development of audiovisual content implemented within the AVABLOX prototype, whose name comes from the acronym of Virtual Learning Environment (AVA) and the last three letters of Roblox (BLOX). In addition, for the creation of the metaverse, the ADDIE model was taken into consideration, which served as a guide for the development and organization of activities and educational resources, which are elementary for the research and the prototype. The research study is framed in the research based on designs and the use of the mixed approach (qualitative and quantitative), in which two experiments were carried out, the first was with the teacher of the subject where an interview was conducted in which he mentioned his experience in testing the prototype and the necessary modifications, In the second experimentation, the students visualized and made use of the content implemented within the prototype, then a survey was implemented with 8 questions based on a likert scale in which the students responded about the audiovisual content added in the virtual museum and their experiences within it. Finally, based on the analysis of the results, it is concluded that the implementation of the metaverse was effective, raising learning standards by encouraging and promoting participation as a playful and active learning environment for students, who enjoyed the audiovisual experience on their devices and performed the activities implemented within the prototype correctly.