Open Access
Editorial
Article ID: 1865
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by Yina Xu
Metaverse 2020, 1(2);    2407 Views
Abstract The metaverse is a digital landscape that participants can use to build their own virtual environments, and the Augmented reality (AR) technique has a certain degree of power, convincing your brain that those elements really exist in your environment.
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Open Access
Article
Article ID: 1774
PDF
by Luis Alberto Laurens Arredondo
Metaverse 2020, 1(2);    5942 Views
Received: 9 April, 2020; Accepted: 21 June, 2020; Available online: 7 July, 2020;
Issue release: 31 December, 2020
Abstract The mobile augmented reality (M-AR) besides being a booming computer technology is an innovative tool that can support the pedagogical process in university classrooms, that is why the present research aims to show a methodological proposal for its implementation, in order to facilitate the learning of spatial reasoning of students, through the visualization and manipulation of three-dimensional virtual objects, promoting the motivation of learning knowledge and topics of the course of industrial design and technical drawing for the career of industrial engineering. A collection of geometric figures has been elaborated with the help of technological tools such as 2D and 3D modeling software, computer-aided design software and augmented reality application software. An updated methodology is proposed, available to any teacher, oriented to the stimulation of mental processes related to spatial reasoning of students, which integrates technological tools in the didactics of the dihedral system and the different graphic projections.
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Open Access
Article
Article ID: 1776
PDF
by Beatriz Peña-Acuña, Alba-María Martínez-Sala, Andrea Felipe Morales
Metaverse 2020, 1(2);    1832 Views
Received: 9 June, 2020; Accepted: 20 August, 2020; Available online: 25 August, 2020;
Issue release: 31 December, 2020
Abstract This research inquiries about the flexibility of two augmented reality storytelling apps, as well as eight specific variables of this cognitive characteristic of creativity from the Creapp 6–12 questionnaire. The study concludes that they meet all the specific variables of flexibility, used in convergent and divergent mode activities: they stimulate critical and divergent thinking, accessibility and adaptation to different levels of difficulty, including variety of codes, allow the interrelation of disparate elements, build different stories, manipulate and exchange elements, change and reformulate the story.
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Open Access
Article
Article ID: 1777
PDF
by Carlos Enrique George Reyes
Metaverse 2020, 1(2);    2238 Views
Received: 23 July, 2020; Accepted: 31 August, 2020; Available online: 12 September, 2020;
Issue release: 31 December, 2020
Abstract The introduction of information and communication technology (ICT) into the classroom has led to a new learning scenario based on educational innovation, in which mobile devices are used for teaching. In this study, the views of upper middle class students in a private educational institution in Mexico on the implementation of augmented reality teaching strategy based on metaverse mobile application are analyzed. The study is descriptive and survey based. Data retrieval is conducted using a clearly designed digital questionnaire. From August to December 2018, 192 first semester students who participated in the basic mathematics course participated in the course. The results show that compared with the previous academic year, the school recognition index has improved, and the affinity for the use of reality in the classroom has improved. When using the strategies mediated by these tools, the view of learning change is favorable. Therefore, it can be inferred that the application of augmented reality in mathematics teaching is of great help to students’ performance.
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