Enhanced Learning Technologies in 3D Modelling. Learning and Gamification Qualitative Assessment

Fonseca David,Villagrasa Sergi,Labrador Emiliano

doi:10.36959/763/481

Abstract

Enhanced learning technologies (TEL), including augmented and immersive virtual reality environments, achieve a new way of assessing the subjects of 3D modelling. In the case of Multimedia or Architecture studies, these options allow professionals and students to explain their proposal more fully to the final users. In the last years, we have developed some projects based on Project Based Learning (PBL) and Scenario Centered Curriculum (SCC), where the students propose, design, convey, validate, and build a civil projects using new technologies that help in the assessment process. The new approach is to use gamification techniques and game engines in order to assess planned tasks in which students can demonstrate the skills they developed in the scenarios. This whole process is performed using gamification techniques to embed the assessment of the 3D models with the objective of improving student learning. This study evaluates the learning effectiveness and engagement appeal of a gamified learning activity, as well as virtual reality technology targeted at learning 3D arts for Building Engineering. The use of gamification in 3D learning has demonstrated its usefulness with outcomes comparable to the average academic results historically achieved in this subject, and the results obtained indicate that the students should not modify the enhancements of methods for presenting architectural projects in the redesign process because of the positive assessment.

Highlights

We can define that engagement is the main objective in applying gamification in an educational setting as our first hypothesis [1,2]
Gamification focuses on applying game mechanics to any project, idea or situation [8]
There are a number of negative aspects (Table 2) and solutions proposed (Table 3) by students that have had a direct impact, including the lack of time for practical realization, VR explanations and techniques for rendering in 3D; all of them items to be improved in iterations. Those who resist gamification in education often cite its improper use of rewards as a motivator

Summary

Introduction

We can define that engagement is the main objective in applying gamification in an educational setting as our first hypothesis [1,2]. Student engagement can be defined as a “student’s cognitive investment in active participation in and emotional commitment to their learning” [6]. Educational gaming has been progressively perceived as an effective tool for improving teaching-learning activities in higher education [7]. Gamification focuses on applying game mechanics to any project, idea or situation [8]. The goal was to implement game mechanics to make learning [9], and instruction more fun [10], which would, in turn, allow longer retention of the material among the students [11]

Objectives

Methods

Conclusion