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La finalidad de este libro es la mejora de la capacidad espacial mediante el entrenamiento específico a través de la resolución de ejercicios basados en el dibujo croquizado de volúmenes tridimensionales. Los ejercicios que se plantean sirven para trabajar distintos aspectos cognitivos que han sido distribuidos en cinco niveles de aprendizajes, basados en la taxonomía de aprendizaje de Bloom. Este entrenamiento está especialmente indicado para estudiantes de bachillerato que cursan la rama de ciencia y tecnología y para estudiantes que acceden a titulaciones de arquitectura e ingeniería.Con la metodología propuesta, el alumno puede entrenar de forma autónoma, sin necesidad de asistencia de un profesor. Para visualizar las figuras tridimensionales, se recurre a la tecnología de realidad aumentada, la cual permite añadir información virtual a la información física existente.

[Abstract] Many people wishing to learn a musical instrument opt to learn using alternative or informal methods instead of the traditional Master–Apprentice model that requires a greater cognitive load. This paper presents an augmented reality (AR)-based application designed to teach and train guitar chords, with the novelty that it is also used to teach short melodies consisting of four chord transitions so that users have to change hand and finger positions. The app uses high-quality 3D models of an acoustic guitar and animated hand to indicate correct finger positions and the movements required when changing from one chord to another. To follow the animated instructions, the learner overlaps the 3D model onto the neck of the physical guitar and his or her own hand. A system usability scale (SUS) questionnaire was used to measure the usability of the application. A score of 82.0 was obtained, which is higher than the average of 68 points that indicates the application is good from a user experience perspective, thus satisfying the purpose for which it was created. Having analysed the data for both groups—individuals with no prior experience of playing a musical instrument versus individuals with prior experience—it was concluded that the application provided a useful learning approach for all participants involved in the study, regardless of experience. That said, those possessing prior experience of playing an instrument learnt faster. It should be noted that the research revealed significant difference in learning by gender, with male participants learning faster than female participants. Similar results have been detected in other research performed in the field of music, as well as in other fields. As this study required spatial reasoning when viewing the 3D model, the differences identified this case may well have arisen as a consequence of differences in men and women’s spatial awareness, thereby leaving open an alternative line of research.

[Abstract] There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design.

This contribution presents a digital tool, created with the intention of disseminating a part of the results generated by the Tahut Project: the historical graffiti carved on the walls of the temple of Debod. It also deals with the practical problems encountered during the development of the tool. This is an application made available for the visitors of the monument, providing them with information in an appealing manner, through ‘Augmented Reality’: complementary images and explanations are received in the visitors’ smart-phones or tablets as they read across the walls. In its first version, a printed document is necessary as medium to activate the application. The user can choose between Spanish or English to listen to brief notices about the most significant types of graffiti. The results of this experience are under evaluation in order to apply its lessons to future methods of disseminating the rest of the project’s materials: reliefs, inscriptions, history, and development of the temple

In university education today, students must demonstrate motivation and show a willingness to take on a more proactive role in the acquisition of the competencies needed to successfully handle professional challenges if they are to gain a well-rounded educational experience, especially given the significant importance now being placed on learnerautonomy in the professional world. During their training, Technical Architecture students must assimilate and apply competencies relevant to the subject Graphic Expression. To assist them with this task, the authors have developed an experience that usesICT-based Learning Objects (LOs) specifically designed and developed for use as teaching aids in a university degree subject delivering training to this type of professional in this subject area. Results indicate that intrinsic motivation increases significantly amongst students following the use of the aforementioned LOs. This is fundamental in the development of deeper learning as it ensures the comprehension, retention and transfer of content being learnt, and, as such, facilitates the acquisition of competencies in the subject area of Architectural Graphic Expression., La enseñanza universitaria actual requiere de estudiantes motivados para alcanzar un aprendizaje de tipo comprensivo, y que asuman en mejores condiciones, su nuevo rol activo en la adquisición de las competencias necesarias para afrontar con éxito sus desafíos profesionales, y donde el aprendizaje autónomo ha adquirido un notable valor. En la formación de los profesionales que ejercen la Arquitectura Técnica, la adquisición de competencias en el área de la Expresión Gráfica resulta fundamental. Se propone como contribución a esta tarea, una experiencia que trata la utilización de Objetos de Aprendizaje basados en TIC, diseñados específicamente para este área y su aplicación como recurso de apoyo a la docencia en una asignatura del grado universitario que forma estos profesionales. Los resultados muestran que tras la intervención mejora significativamente la motivación intrínseca de los estudiantes, lo que resulta fundamental de cara a conseguir un aprendizaje más significativo, que garantice la necesaria comprensión, retención y transferencia de lo aprendido, y que por tanto, facilita la adquisición de las competencias en el área de la Expresión Gráfica.

The influence of learning space on users has been broadly accepted and tested. However, the literature has focused on single factor research, instead of holistic approaches. Additionally, lower educational levels have been the focus of interest, while higher education is moving towards multi-method teaching. This paper focuses on how learning spaces for different purposes (practice and lecture rooms) may influence academic performance from a holistic approach of learning physical environment perception. For this, the iPEP scale (Indoor physical environment perception) is used and validated through Cronbach Alpha and Exploratory Factorial Analysis. Then, multiple linear regression is conducted. The results indicate that iPEP measures near to 63 percent of the construct, which is structured in six factors. Moreover, linear regression analyses support previous literature concerning the influence of learning physical environment on academic performance (R2 = 0.154). The differences obtained between practice and lecture room in terms of predictor variables bring to the light the need to diagnose learning environments before designing changes in educational buildings. This research provides a self-reported way to measure indoor environments, as well as evidence concerning the modern university, which desires to combine several teaching methods