狠狠撸shows by User: fjmora / http://www.slideshare.net/images/logo.gif 狠狠撸shows by User: fjmora / Wed, 04 Sep 2024 07:34:31 GMT 狠狠撸Share feed for 狠狠撸shows by User: fjmora Sofia Montecinos 2024-Herramientas Multiusuario basadas en Tecnolog铆as de Realidad Virtual para Potenciar la Inmersi贸n en la Comunicaci贸n a Distancia para Proyectos de Construcci贸n.pdf https://es.slideshare.net/slideshow/sofia-montecinos-2024-herramientas-multiusuario-basadas-en-tecnologias-de-realidad-virtual-para-potenciar-la-inmersion-en-la-comunicacion-a-distancia-para-proyectos-de-construccion-pdf/271552388 sofiamontecinos2024-herramientasmultiusuariobasadasentecnologasderealidadvirtualparapotenciarlainmer-240904073431-b4d4fe67
El estudio de investigaci贸n se centra en la mejora de la comunicaci贸n en proyectos de construcci贸n entre trabajadores que se encuentran a distancia y propone una soluci贸n utilizando tecnolog铆as como la Realidad Virtual (RV). Se identifican en la literatura una lista de 60 factores que afectan a la comunicaci贸n efectiva en los proyectos de construcci贸n, que para su estudio, se clasifican en 15 barreras de comunicaci贸n, las que fueron evaluadas seg煤n la teor铆a de las distancias para encontrar los aspectos a trabajar para mitigarlas. Se propone una Sala de Reuni贸n de Colaboraci贸n Extrema como soluci贸n, pero se plantea una alternativa m谩s eficaz: la Realidad Virtual junto con la BIM Table, mitigando barreras de comunicaci贸n y optimizando costos. Se realiza un caso de estudio en un puente ferroviario reticulado, proponiendo un flujo de comunicaci贸n entre sitio de obra y oficina de ingenier铆a mediante Solicitudes de Informaci贸n (Request For Information,RFI) modificado con RV, demostrando su eficacia en solicitudes espec铆ficas. Los resultados indican preferencia por este flujo en situaciones de aprobaci贸n, soluci贸n de dise帽o alternativa y otros, destacando la utilidad, sentido de presencia y colaboraci贸n de la RV. El estudio incluye la evaluaci贸n de s铆ntomas debido al uso de las gafas de realidad virtual, como el mareo en algunos participantes. La investigaci贸n sugiere evaluar de manera m谩s profunda el uso de RV en entornos laborales, proponiendo investigaciones futuras para abordar estos desaf铆os y optimizar su potencial en proyectos de construcci贸n.]]>
El estudio de investigaci贸n se centra en la mejora de la comunicaci贸n en proyectos de construcci贸n entre trabajadores que se encuentran a distancia y propone una soluci贸n utilizando tecnolog铆as como la Realidad Virtual (RV). Se identifican en la literatura una lista de 60 factores que afectan a la comunicaci贸n efectiva en los proyectos de construcci贸n, que para su estudio, se clasifican en 15 barreras de comunicaci贸n, las que fueron evaluadas seg煤n la teor铆a de las distancias para encontrar los aspectos a trabajar para mitigarlas. Se propone una Sala de Reuni贸n de Colaboraci贸n Extrema como soluci贸n, pero se plantea una alternativa m谩s eficaz: la Realidad Virtual junto con la BIM Table, mitigando barreras de comunicaci贸n y optimizando costos. Se realiza un caso de estudio en un puente ferroviario reticulado, proponiendo un flujo de comunicaci贸n entre sitio de obra y oficina de ingenier铆a mediante Solicitudes de Informaci贸n (Request For Information,RFI) modificado con RV, demostrando su eficacia en solicitudes espec铆ficas. Los resultados indican preferencia por este flujo en situaciones de aprobaci贸n, soluci贸n de dise帽o alternativa y otros, destacando la utilidad, sentido de presencia y colaboraci贸n de la RV. El estudio incluye la evaluaci贸n de s铆ntomas debido al uso de las gafas de realidad virtual, como el mareo en algunos participantes. La investigaci贸n sugiere evaluar de manera m谩s profunda el uso de RV en entornos laborales, proponiendo investigaciones futuras para abordar estos desaf铆os y optimizar su potencial en proyectos de construcci贸n.]]> Wed, 04 Sep 2024 07:34:31 GMT https://es.slideshare.net/slideshow/sofia-montecinos-2024-herramientas-multiusuario-basadas-en-tecnologias-de-realidad-virtual-para-potenciar-la-inmersion-en-la-comunicacion-a-distancia-para-proyectos-de-construccion-pdf/271552388 fjmora@slideshare.net(fjmora) Sofia Montecinos 2024-Herramientas Multiusuario basadas en Tecnolog铆as de Realidad Virtual para Potenciar la Inmersi贸n en la Comunicaci贸n a Distancia para Proyectos de Construcci贸n.pdf fjmora El estudio de investigaci贸n se centra en la mejora de la comunicaci贸n en proyectos de construcci贸n entre trabajadores que se encuentran a distancia y propone una soluci贸n utilizando tecnolog铆as como la Realidad Virtual (RV). Se identifican en la literatura una lista de 60 factores que afectan a la comunicaci贸n efectiva en los proyectos de construcci贸n, que para su estudio, se clasifican en 15 barreras de comunicaci贸n, las que fueron evaluadas seg煤n la teor铆a de las distancias para encontrar los aspectos a trabajar para mitigarlas. Se propone una Sala de Reuni贸n de Colaboraci贸n Extrema como soluci贸n, pero se plantea una alternativa m谩s eficaz: la Realidad Virtual junto con la BIM Table, mitigando barreras de comunicaci贸n y optimizando costos. Se realiza un caso de estudio en un puente ferroviario reticulado, proponiendo un flujo de comunicaci贸n entre sitio de obra y oficina de ingenier铆a mediante Solicitudes de Informaci贸n (Request For Information,RFI) modificado con RV, demostrando su eficacia en solicitudes espec铆ficas. Los resultados indican preferencia por este flujo en situaciones de aprobaci贸n, soluci贸n de dise帽o alternativa y otros, destacando la utilidad, sentido de presencia y colaboraci贸n de la RV. El estudio incluye la evaluaci贸n de s铆ntomas debido al uso de las gafas de realidad virtual, como el mareo en algunos participantes. La investigaci贸n sugiere evaluar de manera m谩s profunda el uso de RV en entornos laborales, proponiendo investigaciones futuras para abordar estos desaf铆os y optimizar su potencial en proyectos de construcci贸n. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sofiamontecinos2024-herramientasmultiusuariobasadasentecnologasderealidadvirtualparapotenciarlainmer-240904073431-b4d4fe67-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> El estudio de investigaci贸n se centra en la mejora de la comunicaci贸n en proyectos de construcci贸n entre trabajadores que se encuentran a distancia y propone una soluci贸n utilizando tecnolog铆as como la Realidad Virtual (RV). Se identifican en la literatura una lista de 60 factores que afectan a la comunicaci贸n efectiva en los proyectos de construcci贸n, que para su estudio, se clasifican en 15 barreras de comunicaci贸n, las que fueron evaluadas seg煤n la teor铆a de las distancias para encontrar los aspectos a trabajar para mitigarlas. Se propone una Sala de Reuni贸n de Colaboraci贸n Extrema como soluci贸n, pero se plantea una alternativa m谩s eficaz: la Realidad Virtual junto con la BIM Table, mitigando barreras de comunicaci贸n y optimizando costos. Se realiza un caso de estudio en un puente ferroviario reticulado, proponiendo un flujo de comunicaci贸n entre sitio de obra y oficina de ingenier铆a mediante Solicitudes de Informaci贸n (Request For Information,RFI) modificado con RV, demostrando su eficacia en solicitudes espec铆ficas. Los resultados indican preferencia por este flujo en situaciones de aprobaci贸n, soluci贸n de dise帽o alternativa y otros, destacando la utilidad, sentido de presencia y colaboraci贸n de la RV. El estudio incluye la evaluaci贸n de s铆ntomas debido al uso de las gafas de realidad virtual, como el mareo en algunos participantes. La investigaci贸n sugiere evaluar de manera m谩s profunda el uso de RV en entornos laborales, proponiendo investigaciones futuras para abordar estos desaf铆os y optimizar su potencial en proyectos de construcci贸n.
from Francisco Javier Mora Serrano
]]> 69 0 https://cdn.slidesharecdn.com/ss_thumbnails/sofiamontecinos2024-herramientasmultiusuariobasadasentecnologasderealidadvirtualparapotenciarlainmer-240904073431-b4d4fe67-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Jiajie Zhai (July 2024) - Virtual reality and gamification for training and learning in safety for the AECO sector.pdf /slideshow/jiajie-zhai-july-2024-virtual-reality-and-gamification-for-training-and-learning-in-safety-for-the-aeco-sector-pdf/270334913 jiajiezhaijuly2024-virtualrealityandgamificationfortrainingandlearninginsafetyfortheaecosector-240719111433-3d04058e
In recent years, the Architectural, Engineering, Construction, and Operations (AECO) sector has witnessed a significant rise in engineering accidents, leading to tragic casualties and substantial economic losses. Traditional methods of engineering safety education鈥攃omprising classroom lectures, simulated exercises, and on-site training鈥攚hile somewhat effective, are increasingly proving inadequate in the face of contemporary challenges. On-site training, in particular, faces constraints due to environmental conditions, costs, and time limitations. Additionally, conventional approaches often suffer from a lack of interactivity and immersion, making it difficult for learners to fully engage and internalize safety protocols. This work examines the utilization of gamification in safety training and learning for departments in the construction, engineering, and construction operations sectors. Gamification turns safety training into an engaging experience, motivating trainees to learn more. For instance, "safety defect finding" games require trainees to identify hazards in a virtual workspace, enhancing their observational skills. Gamified training incorporates elements like scores, badges, and leaderboards, rewarding trainees for their achievements. This positive reinforcement has been shown to increase trainees' motivation and retention of safety knowledge. Gamification utilizes narratives and storylines to engage trainees. For example, emergency response simulations can be framed as a narrative, guiding trainees through decision-making processes in a crisis situation. Gamified simulations in the AECO sector can include scenarios such as identifying potential hazards on a virtual construction site, managing time-critical safety tasks, or navigating complex emergency procedures. By achieving objectives and overcoming challenges, learners receive instant feedback and rewards, reinforcing their knowledge and skills. This approach ensures that safety training is continuous and evolving, adapting to the latest safety standards and technological advancements. Moreover, as educational institutions and businesses recognize the value of VR and gamification in safety training, we can expect broader adoption across the AECO sector. This will not only enhance the quality of safety education but also foster a culture of continuous learning and improvement. VR and gamification will play a pivotal role in shaping the future of safety training, making it more engaging, effective, and resilient. In conclusion, gamification represent a novel, efficient, and vivid approach to teaching safety in the AECO sector. They not only enhance learners' interest and engagement but also help them better understand and address real safety risks. By providing immersive and interactive learning experiences, gamification is transforming safety training, ensuring that workers are better prepared to handle emergencies and prevent accidents. ]]>
In recent years, the Architectural, Engineering, Construction, and Operations (AECO) sector has witnessed a significant rise in engineering accidents, leading to tragic casualties and substantial economic losses. Traditional methods of engineering safety education鈥攃omprising classroom lectures, simulated exercises, and on-site training鈥攚hile somewhat effective, are increasingly proving inadequate in the face of contemporary challenges. On-site training, in particular, faces constraints due to environmental conditions, costs, and time limitations. Additionally, conventional approaches often suffer from a lack of interactivity and immersion, making it difficult for learners to fully engage and internalize safety protocols. This work examines the utilization of gamification in safety training and learning for departments in the construction, engineering, and construction operations sectors. Gamification turns safety training into an engaging experience, motivating trainees to learn more. For instance, "safety defect finding" games require trainees to identify hazards in a virtual workspace, enhancing their observational skills. Gamified training incorporates elements like scores, badges, and leaderboards, rewarding trainees for their achievements. This positive reinforcement has been shown to increase trainees' motivation and retention of safety knowledge. Gamification utilizes narratives and storylines to engage trainees. For example, emergency response simulations can be framed as a narrative, guiding trainees through decision-making processes in a crisis situation. Gamified simulations in the AECO sector can include scenarios such as identifying potential hazards on a virtual construction site, managing time-critical safety tasks, or navigating complex emergency procedures. By achieving objectives and overcoming challenges, learners receive instant feedback and rewards, reinforcing their knowledge and skills. This approach ensures that safety training is continuous and evolving, adapting to the latest safety standards and technological advancements. Moreover, as educational institutions and businesses recognize the value of VR and gamification in safety training, we can expect broader adoption across the AECO sector. This will not only enhance the quality of safety education but also foster a culture of continuous learning and improvement. VR and gamification will play a pivotal role in shaping the future of safety training, making it more engaging, effective, and resilient. In conclusion, gamification represent a novel, efficient, and vivid approach to teaching safety in the AECO sector. They not only enhance learners' interest and engagement but also help them better understand and address real safety risks. By providing immersive and interactive learning experiences, gamification is transforming safety training, ensuring that workers are better prepared to handle emergencies and prevent accidents. ]]> Fri, 19 Jul 2024 11:14:33 GMT /slideshow/jiajie-zhai-july-2024-virtual-reality-and-gamification-for-training-and-learning-in-safety-for-the-aeco-sector-pdf/270334913 fjmora@slideshare.net(fjmora) Jiajie Zhai (July 2024) - Virtual reality and gamification for training and learning in safety for the AECO sector.pdf fjmora In recent years, the Architectural, Engineering, Construction, and Operations (AECO) sector has witnessed a significant rise in engineering accidents, leading to tragic casualties and substantial economic losses. Traditional methods of engineering safety education鈥攃omprising classroom lectures, simulated exercises, and on-site training鈥攚hile somewhat effective, are increasingly proving inadequate in the face of contemporary challenges. On-site training, in particular, faces constraints due to environmental conditions, costs, and time limitations. Additionally, conventional approaches often suffer from a lack of interactivity and immersion, making it difficult for learners to fully engage and internalize safety protocols. This work examines the utilization of gamification in safety training and learning for departments in the construction, engineering, and construction operations sectors. Gamification turns safety training into an engaging experience, motivating trainees to learn more. For instance, "safety defect finding" games require trainees to identify hazards in a virtual workspace, enhancing their observational skills. Gamified training incorporates elements like scores, badges, and leaderboards, rewarding trainees for their achievements. This positive reinforcement has been shown to increase trainees' motivation and retention of safety knowledge. Gamification utilizes narratives and storylines to engage trainees. For example, emergency response simulations can be framed as a narrative, guiding trainees through decision-making processes in a crisis situation. Gamified simulations in the AECO sector can include scenarios such as identifying potential hazards on a virtual construction site, managing time-critical safety tasks, or navigating complex emergency procedures. By achieving objectives and overcoming challenges, learners receive instant feedback and rewards, reinforcing their knowledge and skills. This approach ensures that safety training is continuous and evolving, adapting to the latest safety standards and technological advancements. Moreover, as educational institutions and businesses recognize the value of VR and gamification in safety training, we can expect broader adoption across the AECO sector. This will not only enhance the quality of safety education but also foster a culture of continuous learning and improvement. VR and gamification will play a pivotal role in shaping the future of safety training, making it more engaging, effective, and resilient. In conclusion, gamification represent a novel, efficient, and vivid approach to teaching safety in the AECO sector. They not only enhance learners' interest and engagement but also help them better understand and address real safety risks. By providing immersive and interactive learning experiences, gamification is transforming safety training, ensuring that workers are better prepared to handle emergencies and prevent accidents. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jiajiezhaijuly2024-virtualrealityandgamificationfortrainingandlearninginsafetyfortheaecosector-240719111433-3d04058e-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In recent years, the Architectural, Engineering, Construction, and Operations (AECO) sector has witnessed a significant rise in engineering accidents, leading to tragic casualties and substantial economic losses. Traditional methods of engineering safety education鈥攃omprising classroom lectures, simulated exercises, and on-site training鈥攚hile somewhat effective, are increasingly proving inadequate in the face of contemporary challenges. On-site training, in particular, faces constraints due to environmental conditions, costs, and time limitations. Additionally, conventional approaches often suffer from a lack of interactivity and immersion, making it difficult for learners to fully engage and internalize safety protocols. This work examines the utilization of gamification in safety training and learning for departments in the construction, engineering, and construction operations sectors. Gamification turns safety training into an engaging experience, motivating trainees to learn more. For instance, &quot;safety defect finding&quot; games require trainees to identify hazards in a virtual workspace, enhancing their observational skills. Gamified training incorporates elements like scores, badges, and leaderboards, rewarding trainees for their achievements. This positive reinforcement has been shown to increase trainees&#39; motivation and retention of safety knowledge. Gamification utilizes narratives and storylines to engage trainees. For example, emergency response simulations can be framed as a narrative, guiding trainees through decision-making processes in a crisis situation. Gamified simulations in the AECO sector can include scenarios such as identifying potential hazards on a virtual construction site, managing time-critical safety tasks, or navigating complex emergency procedures. By achieving objectives and overcoming challenges, learners receive instant feedback and rewards, reinforcing their knowledge and skills. This approach ensures that safety training is continuous and evolving, adapting to the latest safety standards and technological advancements. Moreover, as educational institutions and businesses recognize the value of VR and gamification in safety training, we can expect broader adoption across the AECO sector. This will not only enhance the quality of safety education but also foster a culture of continuous learning and improvement. VR and gamification will play a pivotal role in shaping the future of safety training, making it more engaging, effective, and resilient. In conclusion, gamification represent a novel, efficient, and vivid approach to teaching safety in the AECO sector. They not only enhance learners&#39; interest and engagement but also help them better understand and address real safety risks. By providing immersive and interactive learning experiences, gamification is transforming safety training, ensuring that workers are better prepared to handle emergencies and prevent accidents.
Jiajie Zhai (July 2024) - Virtual reality and gamification for training and learning in safety for the AECO sector.pdf from Francisco Javier Mora Serrano
]]> 27 0 https://cdn.slidesharecdn.com/ss_thumbnails/jiajiezhaijuly2024-virtualrealityandgamificationfortrainingandlearninginsafetyfortheaecosector-240719111433-3d04058e-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Aida Padilla Gonz谩lez (2024), Desarrollo de una Experiencia en Unreal Engine como Actividades para Reforzar el Apren.pdf https://es.slideshare.net/slideshow/aida-padilla-gonzalez-2024-desarrollo-de-una-experiencia-en-unreal-engine-como-actividades-para-reforzar-el-apren-pdf/270144996 aidapadillagonzlez2024desarrollodeunaexperienciaenunrealenginecomoactividadesparareforzarelapren-240709112637-09eb9018
En la era digital actual, la integraci贸n de tecnolog铆as avanzadas en el proceso educativo ha demostrado ser una herramienta altamente efectiva para mejorar el aprendizaje. Este proyecto innovador tiene como objetivo utilizar los videojuegos como un medio para ense帽ar conceptos complejos, centr谩ndose espec铆ficamente en la construcci贸n de una pista de aeropuerto. El proyecto consta de dos componentes principales: un videojuego desarrollado en Unreal Engine y una p谩gina web construida con Flutter, respaldada por un backend en TypeScript utilizando Node.js y Express, y una base de datos en MongoDB. El videojuego est谩 dise帽ado para proporcionar una experiencia de aprendizaje aut贸nomo para los estudiantes que encuentran la asignatura desafiante. Incluye dos niveles: un nivel inicial para dominar el conocimiento te贸rico y un nivel posterior que simula la construcci贸n del aeropuerto. Este enfoque no solo facilita la comprensi贸n de los pasos y t茅cnicas involucradas, sino que tambi茅n ofrece una plataforma segura para la pr谩ctica y la experimentaci贸n. La p谩gina web sirve como un portal complementario donde los usuarios pueden seguir el progreso de sus compa帽eros y, en futuras implementaciones, podr谩 utilizarse para modificar las condiciones iniciales del juego. A lo largo de este trabajo se explorar谩n los fundamentos te贸ricos de la gamificaci贸n y su aplicaci贸n en la educaci贸n, se proporcionar谩 el proceso detallado de desarrollo del juego y la p谩gina web, y se evaluar谩 la efectividad de la soluci贸n educativa. El objetivo es mostrar nuevas formas de aplicar y ense帽ar conocimientos, proporcionando herramientas interactivas y atractivas.]]>
En la era digital actual, la integraci贸n de tecnolog铆as avanzadas en el proceso educativo ha demostrado ser una herramienta altamente efectiva para mejorar el aprendizaje. Este proyecto innovador tiene como objetivo utilizar los videojuegos como un medio para ense帽ar conceptos complejos, centr谩ndose espec铆ficamente en la construcci贸n de una pista de aeropuerto. El proyecto consta de dos componentes principales: un videojuego desarrollado en Unreal Engine y una p谩gina web construida con Flutter, respaldada por un backend en TypeScript utilizando Node.js y Express, y una base de datos en MongoDB. El videojuego est谩 dise帽ado para proporcionar una experiencia de aprendizaje aut贸nomo para los estudiantes que encuentran la asignatura desafiante. Incluye dos niveles: un nivel inicial para dominar el conocimiento te贸rico y un nivel posterior que simula la construcci贸n del aeropuerto. Este enfoque no solo facilita la comprensi贸n de los pasos y t茅cnicas involucradas, sino que tambi茅n ofrece una plataforma segura para la pr谩ctica y la experimentaci贸n. La p谩gina web sirve como un portal complementario donde los usuarios pueden seguir el progreso de sus compa帽eros y, en futuras implementaciones, podr谩 utilizarse para modificar las condiciones iniciales del juego. A lo largo de este trabajo se explorar谩n los fundamentos te贸ricos de la gamificaci贸n y su aplicaci贸n en la educaci贸n, se proporcionar谩 el proceso detallado de desarrollo del juego y la p谩gina web, y se evaluar谩 la efectividad de la soluci贸n educativa. El objetivo es mostrar nuevas formas de aplicar y ense帽ar conocimientos, proporcionando herramientas interactivas y atractivas.]]> Tue, 09 Jul 2024 11:26:37 GMT https://es.slideshare.net/slideshow/aida-padilla-gonzalez-2024-desarrollo-de-una-experiencia-en-unreal-engine-como-actividades-para-reforzar-el-apren-pdf/270144996 fjmora@slideshare.net(fjmora) Aida Padilla Gonz谩lez (2024), Desarrollo de una Experiencia en Unreal Engine como Actividades para Reforzar el Apren.pdf fjmora En la era digital actual, la integraci贸n de tecnolog铆as avanzadas en el proceso educativo ha demostrado ser una herramienta altamente efectiva para mejorar el aprendizaje. Este proyecto innovador tiene como objetivo utilizar los videojuegos como un medio para ense帽ar conceptos complejos, centr谩ndose espec铆ficamente en la construcci贸n de una pista de aeropuerto. El proyecto consta de dos componentes principales: un videojuego desarrollado en Unreal Engine y una p谩gina web construida con Flutter, respaldada por un backend en TypeScript utilizando Node.js y Express, y una base de datos en MongoDB. El videojuego est谩 dise帽ado para proporcionar una experiencia de aprendizaje aut贸nomo para los estudiantes que encuentran la asignatura desafiante. Incluye dos niveles: un nivel inicial para dominar el conocimiento te贸rico y un nivel posterior que simula la construcci贸n del aeropuerto. Este enfoque no solo facilita la comprensi贸n de los pasos y t茅cnicas involucradas, sino que tambi茅n ofrece una plataforma segura para la pr谩ctica y la experimentaci贸n. La p谩gina web sirve como un portal complementario donde los usuarios pueden seguir el progreso de sus compa帽eros y, en futuras implementaciones, podr谩 utilizarse para modificar las condiciones iniciales del juego. A lo largo de este trabajo se explorar谩n los fundamentos te贸ricos de la gamificaci贸n y su aplicaci贸n en la educaci贸n, se proporcionar谩 el proceso detallado de desarrollo del juego y la p谩gina web, y se evaluar谩 la efectividad de la soluci贸n educativa. El objetivo es mostrar nuevas formas de aplicar y ense帽ar conocimientos, proporcionando herramientas interactivas y atractivas. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/aidapadillagonzlez2024desarrollodeunaexperienciaenunrealenginecomoactividadesparareforzarelapren-240709112637-09eb9018-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> En la era digital actual, la integraci贸n de tecnolog铆as avanzadas en el proceso educativo ha demostrado ser una herramienta altamente efectiva para mejorar el aprendizaje. Este proyecto innovador tiene como objetivo utilizar los videojuegos como un medio para ense帽ar conceptos complejos, centr谩ndose espec铆ficamente en la construcci贸n de una pista de aeropuerto. El proyecto consta de dos componentes principales: un videojuego desarrollado en Unreal Engine y una p谩gina web construida con Flutter, respaldada por un backend en TypeScript utilizando Node.js y Express, y una base de datos en MongoDB. El videojuego est谩 dise帽ado para proporcionar una experiencia de aprendizaje aut贸nomo para los estudiantes que encuentran la asignatura desafiante. Incluye dos niveles: un nivel inicial para dominar el conocimiento te贸rico y un nivel posterior que simula la construcci贸n del aeropuerto. Este enfoque no solo facilita la comprensi贸n de los pasos y t茅cnicas involucradas, sino que tambi茅n ofrece una plataforma segura para la pr谩ctica y la experimentaci贸n. La p谩gina web sirve como un portal complementario donde los usuarios pueden seguir el progreso de sus compa帽eros y, en futuras implementaciones, podr谩 utilizarse para modificar las condiciones iniciales del juego. A lo largo de este trabajo se explorar谩n los fundamentos te贸ricos de la gamificaci贸n y su aplicaci贸n en la educaci贸n, se proporcionar谩 el proceso detallado de desarrollo del juego y la p谩gina web, y se evaluar谩 la efectividad de la soluci贸n educativa. El objetivo es mostrar nuevas formas de aplicar y ense帽ar conocimientos, proporcionando herramientas interactivas y atractivas.
from Francisco Javier Mora Serrano
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饾槗饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槮饾槸 饾樀饾槮饾槼饾槼饾槮饾槸饾槹 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槾饾樁 饾槷饾槮饾樀饾槹饾槬饾槹饾槶饾槹饾槰铆饾槩 饾樀饾槼饾槩饾槬饾槳饾槫饾槳饾槹饾槸饾槩饾槶 饾槰饾槮饾槸饾槮饾槼饾槩 饾樁饾槸饾槩 饾槾饾槮饾槼饾槳饾槮 饾槬饾槮 饾槺饾槼饾槹饾槪饾槶饾槮饾槷谩饾樀饾槳饾槫饾槩饾槾 饾槩饾槾饾槹饾槫饾槳饾槩饾槬饾槩饾槾 饾槩 饾槶饾槩饾槾 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹 饾槬饾槮 饾槶饾槩 饾槮饾槾饾樀饾槼饾樁饾槫饾樀饾樁饾槼饾槩 饾樅 饾槫饾槹饾槷饾槺饾槶饾槳饾槫饾槩饾槫饾槳饾槹饾槸饾槮饾槾 饾槮饾槸 饾槶饾槩 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸 饾槬饾槮 饾槾饾槮饾槫饾樀饾槹饾槼饾槮饾槾 饾槫饾槹饾槸 饾槰饾槼饾槩饾槸 饾槩饾槶饾樀饾槳饾樀饾樁饾槬, 饾槾饾樁饾槷饾槩饾槬饾槹 饾槩 饾槶饾槹饾槾 饾槼饾槳饾槮饾槾饾槰饾槹饾槾 饾槻饾樁饾槮 饾槾饾槮 饾槮饾槸饾槯饾槼饾槮饾槸饾樀饾槩饾槸 饾槺饾槹饾槼 饾槬饾槮饾槾饾槺饾槼饾槮饾槸饾槬饾槳饾槷饾槳饾槮饾槸饾樀饾槹饾槾 饾槼饾槮饾槺饾槮饾槸饾樀饾槳饾槸饾槹饾槾 饾槬饾槮 饾槩饾槶饾槰煤饾槸 饾槪饾槶饾槹饾槻饾樁饾槮 饾槼饾槹饾槫饾槹饾槾饾槹. 饾槍饾槾饾樀饾槹饾槾 饾槯饾槩饾槫饾樀饾槹饾槼饾槮饾槾 饾槮饾槾饾樀谩饾槸 饾槶饾槳饾槰饾槩饾槬饾槹饾槾 饾槫饾槹饾槸 饾槶饾槩 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬, 饾樀饾槳饾槮饾槷饾槺饾槹 饾樅 饾槫饾槹饾槾饾樀饾槮饾槾 饾槮饾槸 饾槾饾樁 饾槼饾槮饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸. 饾槧饾槩 饾槾饾槮 饾槱饾槩饾槸 饾槮饾槾饾樀饾樁饾槬饾槳饾槩饾槬饾槹 饾槫饾槩饾槾饾槹饾槾 饾槬饾槮 饾樂饾槳饾槾饾樁饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾槷饾槳饾樄饾樀饾槩, 饾槾饾槳饾槸 饾槮饾槷饾槪饾槩饾槼饾槰饾槹, 饾槩煤饾槸 饾槸饾槹 饾槾饾槮 饾槱饾槩饾槸 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槹 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸饾槮饾槾 饾樂饾槳饾槼饾樀饾樁饾槩饾槶饾槮饾槾 饾槻饾樁饾槮 饾槺饾槮饾槼饾槷饾槳饾樀饾槩饾槸 饾槹饾槪饾樀饾槮饾槸饾槮饾槼 饾槬饾槩饾樀饾槹饾槾 饾槬饾槮饾槾饾槬饾槮 饾槶饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶, 饾槺饾槹饾槼 饾槶饾槹 饾槻饾樁饾槮 饾槾饾槮 饾槳饾槷饾槺饾槶饾槮饾槷饾槮饾槸饾樀贸 饾樁饾槸饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶 饾槺饾槩饾槼饾槩 饾槶饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩. 饾槗饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槩 饾槯饾樁饾槮 饾樂饾槩饾槶饾槳饾槬饾槩饾槬饾槩 饾槺饾槹饾槼 饾樁饾槸 饾槺饾槩饾槸饾槮饾槶 饾槬饾槮 饾槮饾樄饾槺饾槮饾槼饾樀饾槹饾槾 饾槮饾槸 饾槮饾槶 谩饾槼饾槮饾槩 饾槬饾槮 饾樀饾槼饾槩饾槪饾槩饾槴饾槹 饾槮饾槸饾樀饾槼饾槮饾槰饾槩饾槸饾槬饾槹 饾槼饾槮饾槾饾樁饾槶饾樀饾槩饾槬饾槹饾槾 饾槺饾槹饾槾饾槳饾樀饾槳饾樂饾槹饾槾 饾槮饾槸 饾槷饾槩饾樀饾槮饾槼饾槳饾槩 饾槬饾槮 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸, 饾槼饾槩饾槺饾槳饾槬饾槮饾樆, 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬 饾樅 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹.]]>
饾槗饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槮饾槸 饾樀饾槮饾槼饾槼饾槮饾槸饾槹 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槾饾樁 饾槷饾槮饾樀饾槹饾槬饾槹饾槶饾槹饾槰铆饾槩 饾樀饾槼饾槩饾槬饾槳饾槫饾槳饾槹饾槸饾槩饾槶 饾槰饾槮饾槸饾槮饾槼饾槩 饾樁饾槸饾槩 饾槾饾槮饾槼饾槳饾槮 饾槬饾槮 饾槺饾槼饾槹饾槪饾槶饾槮饾槷谩饾樀饾槳饾槫饾槩饾槾 饾槩饾槾饾槹饾槫饾槳饾槩饾槬饾槩饾槾 饾槩 饾槶饾槩饾槾 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹 饾槬饾槮 饾槶饾槩 饾槮饾槾饾樀饾槼饾樁饾槫饾樀饾樁饾槼饾槩 饾樅 饾槫饾槹饾槷饾槺饾槶饾槳饾槫饾槩饾槫饾槳饾槹饾槸饾槮饾槾 饾槮饾槸 饾槶饾槩 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸 饾槬饾槮 饾槾饾槮饾槫饾樀饾槹饾槼饾槮饾槾 饾槫饾槹饾槸 饾槰饾槼饾槩饾槸 饾槩饾槶饾樀饾槳饾樀饾樁饾槬, 饾槾饾樁饾槷饾槩饾槬饾槹 饾槩 饾槶饾槹饾槾 饾槼饾槳饾槮饾槾饾槰饾槹饾槾 饾槻饾樁饾槮 饾槾饾槮 饾槮饾槸饾槯饾槼饾槮饾槸饾樀饾槩饾槸 饾槺饾槹饾槼 饾槬饾槮饾槾饾槺饾槼饾槮饾槸饾槬饾槳饾槷饾槳饾槮饾槸饾樀饾槹饾槾 饾槼饾槮饾槺饾槮饾槸饾樀饾槳饾槸饾槹饾槾 饾槬饾槮 饾槩饾槶饾槰煤饾槸 饾槪饾槶饾槹饾槻饾樁饾槮 饾槼饾槹饾槫饾槹饾槾饾槹. 饾槍饾槾饾樀饾槹饾槾 饾槯饾槩饾槫饾樀饾槹饾槼饾槮饾槾 饾槮饾槾饾樀谩饾槸 饾槶饾槳饾槰饾槩饾槬饾槹饾槾 饾槫饾槹饾槸 饾槶饾槩 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬, 饾樀饾槳饾槮饾槷饾槺饾槹 饾樅 饾槫饾槹饾槾饾樀饾槮饾槾 饾槮饾槸 饾槾饾樁 饾槼饾槮饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸. 饾槧饾槩 饾槾饾槮 饾槱饾槩饾槸 饾槮饾槾饾樀饾樁饾槬饾槳饾槩饾槬饾槹 饾槫饾槩饾槾饾槹饾槾 饾槬饾槮 饾樂饾槳饾槾饾樁饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾槷饾槳饾樄饾樀饾槩, 饾槾饾槳饾槸 饾槮饾槷饾槪饾槩饾槼饾槰饾槹, 饾槩煤饾槸 饾槸饾槹 饾槾饾槮 饾槱饾槩饾槸 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槹 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸饾槮饾槾 饾樂饾槳饾槼饾樀饾樁饾槩饾槶饾槮饾槾 饾槻饾樁饾槮 饾槺饾槮饾槼饾槷饾槳饾樀饾槩饾槸 饾槹饾槪饾樀饾槮饾槸饾槮饾槼 饾槬饾槩饾樀饾槹饾槾 饾槬饾槮饾槾饾槬饾槮 饾槶饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶, 饾槺饾槹饾槼 饾槶饾槹 饾槻饾樁饾槮 饾槾饾槮 饾槳饾槷饾槺饾槶饾槮饾槷饾槮饾槸饾樀贸 饾樁饾槸饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶 饾槺饾槩饾槼饾槩 饾槶饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩. 饾槗饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槩 饾槯饾樁饾槮 饾樂饾槩饾槶饾槳饾槬饾槩饾槬饾槩 饾槺饾槹饾槼 饾樁饾槸 饾槺饾槩饾槸饾槮饾槶 饾槬饾槮 饾槮饾樄饾槺饾槮饾槼饾樀饾槹饾槾 饾槮饾槸 饾槮饾槶 谩饾槼饾槮饾槩 饾槬饾槮 饾樀饾槼饾槩饾槪饾槩饾槴饾槹 饾槮饾槸饾樀饾槼饾槮饾槰饾槩饾槸饾槬饾槹 饾槼饾槮饾槾饾樁饾槶饾樀饾槩饾槬饾槹饾槾 饾槺饾槹饾槾饾槳饾樀饾槳饾樂饾槹饾槾 饾槮饾槸 饾槷饾槩饾樀饾槮饾槼饾槳饾槩 饾槬饾槮 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸, 饾槼饾槩饾槺饾槳饾槬饾槮饾樆, 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬 饾樅 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹.]]> Tue, 23 Apr 2024 06:17:35 GMT https://es.slideshare.net/slideshow/hanns-recabarren-diaz-2024-implementacin-de-una-herramienta-de-realidad-virtual-para-la-inspeccin-de-taludes-en-rocapdf/267447040 fjmora@slideshare.net(fjmora) Hanns Recabarren Diaz (2024), Implementaci贸n de una herramienta de realidad virtual para la inspecci贸n de taludes en roca.pdf fjmora 饾槗饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槮饾槸 饾樀饾槮饾槼饾槼饾槮饾槸饾槹 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槾饾樁 饾槷饾槮饾樀饾槹饾槬饾槹饾槶饾槹饾槰铆饾槩 饾樀饾槼饾槩饾槬饾槳饾槫饾槳饾槹饾槸饾槩饾槶 饾槰饾槮饾槸饾槮饾槼饾槩 饾樁饾槸饾槩 饾槾饾槮饾槼饾槳饾槮 饾槬饾槮 饾槺饾槼饾槹饾槪饾槶饾槮饾槷谩饾樀饾槳饾槫饾槩饾槾 饾槩饾槾饾槹饾槫饾槳饾槩饾槬饾槩饾槾 饾槩 饾槶饾槩饾槾 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹 饾槬饾槮 饾槶饾槩 饾槮饾槾饾樀饾槼饾樁饾槫饾樀饾樁饾槼饾槩 饾樅 饾槫饾槹饾槷饾槺饾槶饾槳饾槫饾槩饾槫饾槳饾槹饾槸饾槮饾槾 饾槮饾槸 饾槶饾槩 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸 饾槬饾槮 饾槾饾槮饾槫饾樀饾槹饾槼饾槮饾槾 饾槫饾槹饾槸 饾槰饾槼饾槩饾槸 饾槩饾槶饾樀饾槳饾樀饾樁饾槬, 饾槾饾樁饾槷饾槩饾槬饾槹 饾槩 饾槶饾槹饾槾 饾槼饾槳饾槮饾槾饾槰饾槹饾槾 饾槻饾樁饾槮 饾槾饾槮 饾槮饾槸饾槯饾槼饾槮饾槸饾樀饾槩饾槸 饾槺饾槹饾槼 饾槬饾槮饾槾饾槺饾槼饾槮饾槸饾槬饾槳饾槷饾槳饾槮饾槸饾樀饾槹饾槾 饾槼饾槮饾槺饾槮饾槸饾樀饾槳饾槸饾槹饾槾 饾槬饾槮 饾槩饾槶饾槰煤饾槸 饾槪饾槶饾槹饾槻饾樁饾槮 饾槼饾槹饾槫饾槹饾槾饾槹. 饾槍饾槾饾樀饾槹饾槾 饾槯饾槩饾槫饾樀饾槹饾槼饾槮饾槾 饾槮饾槾饾樀谩饾槸 饾槶饾槳饾槰饾槩饾槬饾槹饾槾 饾槫饾槹饾槸 饾槶饾槩 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬, 饾樀饾槳饾槮饾槷饾槺饾槹 饾樅 饾槫饾槹饾槾饾樀饾槮饾槾 饾槮饾槸 饾槾饾樁 饾槼饾槮饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸. 饾槧饾槩 饾槾饾槮 饾槱饾槩饾槸 饾槮饾槾饾樀饾樁饾槬饾槳饾槩饾槬饾槹 饾槫饾槩饾槾饾槹饾槾 饾槬饾槮 饾樂饾槳饾槾饾樁饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾槷饾槳饾樄饾樀饾槩, 饾槾饾槳饾槸 饾槮饾槷饾槪饾槩饾槼饾槰饾槹, 饾槩煤饾槸 饾槸饾槹 饾槾饾槮 饾槱饾槩饾槸 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槹 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸饾槮饾槾 饾樂饾槳饾槼饾樀饾樁饾槩饾槶饾槮饾槾 饾槻饾樁饾槮 饾槺饾槮饾槼饾槷饾槳饾樀饾槩饾槸 饾槹饾槪饾樀饾槮饾槸饾槮饾槼 饾槬饾槩饾樀饾槹饾槾 饾槬饾槮饾槾饾槬饾槮 饾槶饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶, 饾槺饾槹饾槼 饾槶饾槹 饾槻饾樁饾槮 饾槾饾槮 饾槳饾槷饾槺饾槶饾槮饾槷饾槮饾槸饾樀贸 饾樁饾槸饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶 饾槺饾槩饾槼饾槩 饾槶饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩. 饾槗饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槩 饾槯饾樁饾槮 饾樂饾槩饾槶饾槳饾槬饾槩饾槬饾槩 饾槺饾槹饾槼 饾樁饾槸 饾槺饾槩饾槸饾槮饾槶 饾槬饾槮 饾槮饾樄饾槺饾槮饾槼饾樀饾槹饾槾 饾槮饾槸 饾槮饾槶 谩饾槼饾槮饾槩 饾槬饾槮 饾樀饾槼饾槩饾槪饾槩饾槴饾槹 饾槮饾槸饾樀饾槼饾槮饾槰饾槩饾槸饾槬饾槹 饾槼饾槮饾槾饾樁饾槶饾樀饾槩饾槬饾槹饾槾 饾槺饾槹饾槾饾槳饾樀饾槳饾樂饾槹饾槾 饾槮饾槸 饾槷饾槩饾樀饾槮饾槼饾槳饾槩 饾槬饾槮 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸, 饾槼饾槩饾槺饾槳饾槬饾槮饾樆, 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬 饾樅 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hannsrecabarrendiaz2024implementacindeunaherramientaderealidadvirtualparalainspeccindetaludesenroca-240423061735-13104fd5-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 饾槗饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槮饾槸 饾樀饾槮饾槼饾槼饾槮饾槸饾槹 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槾饾樁 饾槷饾槮饾樀饾槹饾槬饾槹饾槶饾槹饾槰铆饾槩 饾樀饾槼饾槩饾槬饾槳饾槫饾槳饾槹饾槸饾槩饾槶 饾槰饾槮饾槸饾槮饾槼饾槩 饾樁饾槸饾槩 饾槾饾槮饾槼饾槳饾槮 饾槬饾槮 饾槺饾槼饾槹饾槪饾槶饾槮饾槷谩饾樀饾槳饾槫饾槩饾槾 饾槩饾槾饾槹饾槫饾槳饾槩饾槬饾槩饾槾 饾槩 饾槶饾槩饾槾 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹 饾槬饾槮 饾槶饾槩 饾槮饾槾饾樀饾槼饾樁饾槫饾樀饾樁饾槼饾槩 饾樅 饾槫饾槹饾槷饾槺饾槶饾槳饾槫饾槩饾槫饾槳饾槹饾槸饾槮饾槾 饾槮饾槸 饾槶饾槩 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸 饾槬饾槮 饾槾饾槮饾槫饾樀饾槹饾槼饾槮饾槾 饾槫饾槹饾槸 饾槰饾槼饾槩饾槸 饾槩饾槶饾樀饾槳饾樀饾樁饾槬, 饾槾饾樁饾槷饾槩饾槬饾槹 饾槩 饾槶饾槹饾槾 饾槼饾槳饾槮饾槾饾槰饾槹饾槾 饾槻饾樁饾槮 饾槾饾槮 饾槮饾槸饾槯饾槼饾槮饾槸饾樀饾槩饾槸 饾槺饾槹饾槼 饾槬饾槮饾槾饾槺饾槼饾槮饾槸饾槬饾槳饾槷饾槳饾槮饾槸饾樀饾槹饾槾 饾槼饾槮饾槺饾槮饾槸饾樀饾槳饾槸饾槹饾槾 饾槬饾槮 饾槩饾槶饾槰煤饾槸 饾槪饾槶饾槹饾槻饾樁饾槮 饾槼饾槹饾槫饾槹饾槾饾槹. 饾槍饾槾饾樀饾槹饾槾 饾槯饾槩饾槫饾樀饾槹饾槼饾槮饾槾 饾槮饾槾饾樀谩饾槸 饾槶饾槳饾槰饾槩饾槬饾槹饾槾 饾槫饾槹饾槸 饾槶饾槩 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬, 饾樀饾槳饾槮饾槷饾槺饾槹 饾樅 饾槫饾槹饾槾饾樀饾槮饾槾 饾槮饾槸 饾槾饾樁 饾槼饾槮饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸. 饾槧饾槩 饾槾饾槮 饾槱饾槩饾槸 饾槮饾槾饾樀饾樁饾槬饾槳饾槩饾槬饾槹 饾槫饾槩饾槾饾槹饾槾 饾槬饾槮 饾樂饾槳饾槾饾樁饾槩饾槶饾槳饾樆饾槩饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩 饾槷饾槮饾槬饾槳饾槩饾槸饾樀饾槮 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾槷饾槳饾樄饾樀饾槩, 饾槾饾槳饾槸 饾槮饾槷饾槪饾槩饾槼饾槰饾槹, 饾槩煤饾槸 饾槸饾槹 饾槾饾槮 饾槱饾槩饾槸 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槹 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳饾槹饾槸饾槮饾槾 饾樂饾槳饾槼饾樀饾樁饾槩饾槶饾槮饾槾 饾槻饾樁饾槮 饾槺饾槮饾槼饾槷饾槳饾樀饾槩饾槸 饾槹饾槪饾樀饾槮饾槸饾槮饾槼 饾槬饾槩饾樀饾槹饾槾 饾槬饾槮饾槾饾槬饾槮 饾槶饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶, 饾槺饾槹饾槼 饾槶饾槹 饾槻饾樁饾槮 饾槾饾槮 饾槳饾槷饾槺饾槶饾槮饾槷饾槮饾槸饾樀贸 饾樁饾槸饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槼饾槮饾槩饾槶饾槳饾槬饾槩饾槬 饾樂饾槳饾槼饾樀饾樁饾槩饾槶 饾槺饾槩饾槼饾槩 饾槶饾槩 饾槳饾槸饾槾饾槺饾槮饾槫饾槫饾槳贸饾槸 饾槬饾槮 饾樀饾槩饾槶饾樁饾槬饾槮饾槾 饾槮饾槸 饾槼饾槹饾槫饾槩. 饾槗饾槩 饾槱饾槮饾槼饾槼饾槩饾槷饾槳饾槮饾槸饾樀饾槩 饾槬饾槮饾槾饾槩饾槼饾槼饾槹饾槶饾槶饾槩饾槬饾槩 饾槯饾樁饾槮 饾樂饾槩饾槶饾槳饾槬饾槩饾槬饾槩 饾槺饾槹饾槼 饾樁饾槸 饾槺饾槩饾槸饾槮饾槶 饾槬饾槮 饾槮饾樄饾槺饾槮饾槼饾樀饾槹饾槾 饾槮饾槸 饾槮饾槶 谩饾槼饾槮饾槩 饾槬饾槮 饾樀饾槼饾槩饾槪饾槩饾槴饾槹 饾槮饾槸饾樀饾槼饾槮饾槰饾槩饾槸饾槬饾槹 饾槼饾槮饾槾饾樁饾槶饾樀饾槩饾槬饾槹饾槾 饾槺饾槹饾槾饾槳饾樀饾槳饾樂饾槹饾槾 饾槮饾槸 饾槷饾槩饾樀饾槮饾槼饾槳饾槩 饾槬饾槮 饾槷饾槮饾槬饾槳饾槫饾槳贸饾槸, 饾槼饾槩饾槺饾槳饾槬饾槮饾樆, 饾槾饾槮饾槰饾樁饾槼饾槳饾槬饾槩饾槬 饾樅 饾樆饾槹饾槸饾槩饾槾 饾槬饾槮 饾槩饾槫饾槫饾槮饾槾饾槹.
from Francisco Javier Mora Serrano
]]> 124 0 https://cdn.slidesharecdn.com/ss_thumbnails/hannsrecabarrendiaz2024implementacindeunaherramientaderealidadvirtualparalainspeccindetaludesenroca-240423061735-13104fd5-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 [2024.02.15] 脠ric Grau - Aplicaci贸 de les T猫cniques de Ludificaci贸 i les Tecnologies de Realitat Ampliada a la Did脿ctica de la Mec脿nica del Vol.pdf /slideshow/20240215-ric-grau-aplicaci-de-les-tcniques-de-ludificaci-i-les-tecnologies-de-realitat-ampliada-a-la-didctica-de-la-mecnica-del-volpdf/266323929 2024-240215141905-0cbf46fa
This work falls within the research line on the applicability of gamification techniques and extended reality technologies in engineering education. Specifically, this work aims to design, develop and validate software that uses the mentioned techniques and technologies. This report includes the methodology followed, the results of the validation and the proposed model. The process begins with a review of the state of the art in didactics, gamification and extended reality technologies. These three disciplines share a practical framework that, by inducing motivation and a sense of progress in the student while reducing the cognitive requirements of a learning process, seeks to optimize learning in terms of comprehension and memorization. The software has been designed as reinforcement for the initial lessons of the subject "flight mechanics", entitled: "main reference systems of the aircraft". The activity is designed to be independent of external tutoring within the software and is placed as an exercise in understanding between the theoretical and practical parts of the concepts. The development has been mainly carried out using the Unity 3D engine, and with digital content creation tools such as GIMP, Tinkercad, Visual Studio and Xcode. The validation has had two approaches. On the one hand, the adaptation of the users to the mechanics of the software has been validated, and on the other, the achievement of the objective concepts. This project has carried out and validated three iterations of the design and development process. In each version, the applicability of some components of the mentioned techniques and technologies has been demonstrated, redesigns have been made according to the feedback from surveyed students, and guidelines for the new iterations have been proposed. In the end, it can be concluded that the activity provides evidence of the potential of these technologies to enhance the 3D visualization of theoretical concepts and procedural learning, although further development is still needed. ]]>
This work falls within the research line on the applicability of gamification techniques and extended reality technologies in engineering education. Specifically, this work aims to design, develop and validate software that uses the mentioned techniques and technologies. This report includes the methodology followed, the results of the validation and the proposed model. The process begins with a review of the state of the art in didactics, gamification and extended reality technologies. These three disciplines share a practical framework that, by inducing motivation and a sense of progress in the student while reducing the cognitive requirements of a learning process, seeks to optimize learning in terms of comprehension and memorization. The software has been designed as reinforcement for the initial lessons of the subject "flight mechanics", entitled: "main reference systems of the aircraft". The activity is designed to be independent of external tutoring within the software and is placed as an exercise in understanding between the theoretical and practical parts of the concepts. The development has been mainly carried out using the Unity 3D engine, and with digital content creation tools such as GIMP, Tinkercad, Visual Studio and Xcode. The validation has had two approaches. On the one hand, the adaptation of the users to the mechanics of the software has been validated, and on the other, the achievement of the objective concepts. This project has carried out and validated three iterations of the design and development process. In each version, the applicability of some components of the mentioned techniques and technologies has been demonstrated, redesigns have been made according to the feedback from surveyed students, and guidelines for the new iterations have been proposed. In the end, it can be concluded that the activity provides evidence of the potential of these technologies to enhance the 3D visualization of theoretical concepts and procedural learning, although further development is still needed. ]]> Thu, 15 Feb 2024 14:19:05 GMT /slideshow/20240215-ric-grau-aplicaci-de-les-tcniques-de-ludificaci-i-les-tecnologies-de-realitat-ampliada-a-la-didctica-de-la-mecnica-del-volpdf/266323929 fjmora@slideshare.net(fjmora) [2024.02.15] 脠ric Grau - Aplicaci贸 de les T猫cniques de Ludificaci贸 i les Tecnologies de Realitat Ampliada a la Did脿ctica de la Mec脿nica del Vol.pdf fjmora This work falls within the research line on the applicability of gamification techniques and extended reality technologies in engineering education. Specifically, this work aims to design, develop and validate software that uses the mentioned techniques and technologies. This report includes the methodology followed, the results of the validation and the proposed model. The process begins with a review of the state of the art in didactics, gamification and extended reality technologies. These three disciplines share a practical framework that, by inducing motivation and a sense of progress in the student while reducing the cognitive requirements of a learning process, seeks to optimize learning in terms of comprehension and memorization. The software has been designed as reinforcement for the initial lessons of the subject "flight mechanics", entitled: "main reference systems of the aircraft". The activity is designed to be independent of external tutoring within the software and is placed as an exercise in understanding between the theoretical and practical parts of the concepts. The development has been mainly carried out using the Unity 3D engine, and with digital content creation tools such as GIMP, Tinkercad, Visual Studio and Xcode. The validation has had two approaches. On the one hand, the adaptation of the users to the mechanics of the software has been validated, and on the other, the achievement of the objective concepts. This project has carried out and validated three iterations of the design and development process. In each version, the applicability of some components of the mentioned techniques and technologies has been demonstrated, redesigns have been made according to the feedback from surveyed students, and guidelines for the new iterations have been proposed. In the end, it can be concluded that the activity provides evidence of the potential of these technologies to enhance the 3D visualization of theoretical concepts and procedural learning, although further development is still needed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2024-240215141905-0cbf46fa-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This work falls within the research line on the applicability of gamification techniques and extended reality technologies in engineering education. Specifically, this work aims to design, develop and validate software that uses the mentioned techniques and technologies. This report includes the methodology followed, the results of the validation and the proposed model. The process begins with a review of the state of the art in didactics, gamification and extended reality technologies. These three disciplines share a practical framework that, by inducing motivation and a sense of progress in the student while reducing the cognitive requirements of a learning process, seeks to optimize learning in terms of comprehension and memorization. The software has been designed as reinforcement for the initial lessons of the subject &quot;flight mechanics&quot;, entitled: &quot;main reference systems of the aircraft&quot;. The activity is designed to be independent of external tutoring within the software and is placed as an exercise in understanding between the theoretical and practical parts of the concepts. The development has been mainly carried out using the Unity 3D engine, and with digital content creation tools such as GIMP, Tinkercad, Visual Studio and Xcode. The validation has had two approaches. On the one hand, the adaptation of the users to the mechanics of the software has been validated, and on the other, the achievement of the objective concepts. This project has carried out and validated three iterations of the design and development process. In each version, the applicability of some components of the mentioned techniques and technologies has been demonstrated, redesigns have been made according to the feedback from surveyed students, and guidelines for the new iterations have been proposed. In the end, it can be concluded that the activity provides evidence of the potential of these technologies to enhance the 3D visualization of theoretical concepts and procedural learning, although further development is still needed.
[2024.02.15] 脠ric Grau - Aplicaci贸 de les T猫cniques de Ludificaci贸 i les Tecnologies de Realitat Ampliada a la Did脿ctica de la Mec脿nica del Vol.pdf from Francisco Javier Mora Serrano
]]> 89 0 https://cdn.slidesharecdn.com/ss_thumbnails/2024-240215141905-0cbf46fa-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Carlos Garc铆a Madariaga, 2023, Papel de los avatares en experiencias de RV (Metahuman).pdf https://es.slideshare.net/slideshow/carlos-garca-madariaga-2023-papel-de-los-avatares-en-experiencias-de-rv-metahumanpdf/263008597 carlosgarcamadariaga2023papeldelosavataresenexperienciasdervmetahuman-231103100818-5c41b6ba
La pandemia de la COVID-19 ha transformado radicalmente nuestra vida cotidiana y ha impulsado la digitalizaci贸n en numerosos 谩mbitos. En este contexto, la realidad virtual (RV) y los entornos 3D emergen como una tecnolog铆a cada vez m谩s relevante y prometedora. Este proyecto se centra en este contexto de cambio y, en particular, en los avatares como elemento tecnol贸gico, pero tambi茅n humano, directamente vinculado con la experiencia del usuario, para profundizar tanto en la manera de implementarlos como en el impacto esperado. El primer objetivo de este proyecto trata de comprender la importancia de los avatares en las experiencias virtuales, considerando aspectos como la interacci贸n, la empat铆a y la comunicaci贸n en estos entornos digitales. El segundo objetivo es crear una herramienta accesible y f谩cil de usar que permita a cualquier usuario, con poca experiencia en programaci贸n, aprovechar avatares en entornos virtuales. Esta herramienta se desarrolla con el fin de mejorar la calidad de las experiencias virtuales en diversos contextos (educativos, viajes, negocios鈥). Para alcanzar estos objetivos, se inici贸 el proyecto investigando en otros proyectos con temas parecidos, as铆 como RV, la tecnolog铆a en torno a los videojuegos 3D y avatares. Esta investigaci贸n proporcion贸 el contexto necesario para comprender el papel de los avatares en entornos virtuales y destacar su potencial en diversas aplicaciones. La parte pr谩ctica del proyecto involucr贸 el uso de herramientas avanzadas, principalmente Unreal Engine, para desarrollar una herramienta intuitiva que permita la incorporaci贸n de avatares en entornos virtuales (en concreto, sobre plataformas de creaci贸n de videojuegos en 3D). En resumen, este proyecto se enfoca en la creciente importancia de las experiencias virtuales, concluyendo que las tecnolog铆as de RV, las asociadas al sector de los videojuegos 3D y los avatares representan una v铆a prometedora hacia el futuro de la interacci贸n digital y que tiene much铆simo potencial, animando a otros estudiantes a seguir con la investigaci贸n ya que es un tema muy amplio.]]>
La pandemia de la COVID-19 ha transformado radicalmente nuestra vida cotidiana y ha impulsado la digitalizaci贸n en numerosos 谩mbitos. En este contexto, la realidad virtual (RV) y los entornos 3D emergen como una tecnolog铆a cada vez m谩s relevante y prometedora. Este proyecto se centra en este contexto de cambio y, en particular, en los avatares como elemento tecnol贸gico, pero tambi茅n humano, directamente vinculado con la experiencia del usuario, para profundizar tanto en la manera de implementarlos como en el impacto esperado. El primer objetivo de este proyecto trata de comprender la importancia de los avatares en las experiencias virtuales, considerando aspectos como la interacci贸n, la empat铆a y la comunicaci贸n en estos entornos digitales. El segundo objetivo es crear una herramienta accesible y f谩cil de usar que permita a cualquier usuario, con poca experiencia en programaci贸n, aprovechar avatares en entornos virtuales. Esta herramienta se desarrolla con el fin de mejorar la calidad de las experiencias virtuales en diversos contextos (educativos, viajes, negocios鈥). Para alcanzar estos objetivos, se inici贸 el proyecto investigando en otros proyectos con temas parecidos, as铆 como RV, la tecnolog铆a en torno a los videojuegos 3D y avatares. Esta investigaci贸n proporcion贸 el contexto necesario para comprender el papel de los avatares en entornos virtuales y destacar su potencial en diversas aplicaciones. La parte pr谩ctica del proyecto involucr贸 el uso de herramientas avanzadas, principalmente Unreal Engine, para desarrollar una herramienta intuitiva que permita la incorporaci贸n de avatares en entornos virtuales (en concreto, sobre plataformas de creaci贸n de videojuegos en 3D). En resumen, este proyecto se enfoca en la creciente importancia de las experiencias virtuales, concluyendo que las tecnolog铆as de RV, las asociadas al sector de los videojuegos 3D y los avatares representan una v铆a prometedora hacia el futuro de la interacci贸n digital y que tiene much铆simo potencial, animando a otros estudiantes a seguir con la investigaci贸n ya que es un tema muy amplio.]]> Fri, 03 Nov 2023 10:08:18 GMT https://es.slideshare.net/slideshow/carlos-garca-madariaga-2023-papel-de-los-avatares-en-experiencias-de-rv-metahumanpdf/263008597 fjmora@slideshare.net(fjmora) Carlos Garc铆a Madariaga, 2023, Papel de los avatares en experiencias de RV (Metahuman).pdf fjmora La pandemia de la COVID-19 ha transformado radicalmente nuestra vida cotidiana y ha impulsado la digitalizaci贸n en numerosos 谩mbitos. En este contexto, la realidad virtual (RV) y los entornos 3D emergen como una tecnolog铆a cada vez m谩s relevante y prometedora. Este proyecto se centra en este contexto de cambio y, en particular, en los avatares como elemento tecnol贸gico, pero tambi茅n humano, directamente vinculado con la experiencia del usuario, para profundizar tanto en la manera de implementarlos como en el impacto esperado. El primer objetivo de este proyecto trata de comprender la importancia de los avatares en las experiencias virtuales, considerando aspectos como la interacci贸n, la empat铆a y la comunicaci贸n en estos entornos digitales. El segundo objetivo es crear una herramienta accesible y f谩cil de usar que permita a cualquier usuario, con poca experiencia en programaci贸n, aprovechar avatares en entornos virtuales. Esta herramienta se desarrolla con el fin de mejorar la calidad de las experiencias virtuales en diversos contextos (educativos, viajes, negocios鈥). Para alcanzar estos objetivos, se inici贸 el proyecto investigando en otros proyectos con temas parecidos, as铆 como RV, la tecnolog铆a en torno a los videojuegos 3D y avatares. Esta investigaci贸n proporcion贸 el contexto necesario para comprender el papel de los avatares en entornos virtuales y destacar su potencial en diversas aplicaciones. La parte pr谩ctica del proyecto involucr贸 el uso de herramientas avanzadas, principalmente Unreal Engine, para desarrollar una herramienta intuitiva que permita la incorporaci贸n de avatares en entornos virtuales (en concreto, sobre plataformas de creaci贸n de videojuegos en 3D). En resumen, este proyecto se enfoca en la creciente importancia de las experiencias virtuales, concluyendo que las tecnolog铆as de RV, las asociadas al sector de los videojuegos 3D y los avatares representan una v铆a prometedora hacia el futuro de la interacci贸n digital y que tiene much铆simo potencial, animando a otros estudiantes a seguir con la investigaci贸n ya que es un tema muy amplio. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/carlosgarcamadariaga2023papeldelosavataresenexperienciasdervmetahuman-231103100818-5c41b6ba-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> La pandemia de la COVID-19 ha transformado radicalmente nuestra vida cotidiana y ha impulsado la digitalizaci贸n en numerosos 谩mbitos. En este contexto, la realidad virtual (RV) y los entornos 3D emergen como una tecnolog铆a cada vez m谩s relevante y prometedora. Este proyecto se centra en este contexto de cambio y, en particular, en los avatares como elemento tecnol贸gico, pero tambi茅n humano, directamente vinculado con la experiencia del usuario, para profundizar tanto en la manera de implementarlos como en el impacto esperado. El primer objetivo de este proyecto trata de comprender la importancia de los avatares en las experiencias virtuales, considerando aspectos como la interacci贸n, la empat铆a y la comunicaci贸n en estos entornos digitales. El segundo objetivo es crear una herramienta accesible y f谩cil de usar que permita a cualquier usuario, con poca experiencia en programaci贸n, aprovechar avatares en entornos virtuales. Esta herramienta se desarrolla con el fin de mejorar la calidad de las experiencias virtuales en diversos contextos (educativos, viajes, negocios鈥). Para alcanzar estos objetivos, se inici贸 el proyecto investigando en otros proyectos con temas parecidos, as铆 como RV, la tecnolog铆a en torno a los videojuegos 3D y avatares. Esta investigaci贸n proporcion贸 el contexto necesario para comprender el papel de los avatares en entornos virtuales y destacar su potencial en diversas aplicaciones. La parte pr谩ctica del proyecto involucr贸 el uso de herramientas avanzadas, principalmente Unreal Engine, para desarrollar una herramienta intuitiva que permita la incorporaci贸n de avatares en entornos virtuales (en concreto, sobre plataformas de creaci贸n de videojuegos en 3D). En resumen, este proyecto se enfoca en la creciente importancia de las experiencias virtuales, concluyendo que las tecnolog铆as de RV, las asociadas al sector de los videojuegos 3D y los avatares representan una v铆a prometedora hacia el futuro de la interacci贸n digital y que tiene much铆simo potencial, animando a otros estudiantes a seguir con la investigaci贸n ya que es un tema muy amplio.
from Francisco Javier Mora Serrano
]]> 47 0 https://cdn.slidesharecdn.com/ss_thumbnails/carlosgarcamadariaga2023papeldelosavataresenexperienciasdervmetahuman-231103100818-5c41b6ba-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Mathias Proboste Martinez (2023) Serious Game y Realidad Virtual una Combinaci贸n para el Aprendizaje de Construcci贸n de Aeropuertos.pdf https://es.slideshare.net/slideshow/mathias-proboste-martinez-2023-serious-game-y-realidad-virtual-una-combinacin-para-el-aprendizaje-de-construccin-de-aeropuertospdf/262374736 mathiasprobostemartinez2023seriousgameyrealidadvirtualunacombinacinparaelaprendizajedeconstruccindea-231017162033-399eba6b
El sector aeron谩utico demanda eficiencia y tecnolog铆a en las infraestructuras aeroportuarias, y la Construcci贸n 4.0 se posiciona para cumplir con esta exigencia. En este contexto, la Realidad Virtual (VR) emerge como una herramienta fundamental para la interacci贸n humano-m谩quina. Esta investigaci贸n presenta una gu铆a para la adopci贸n de VR en la formaci贸n de ingenieros civiles, usando Realidad Virtual con un enfoque Serious Game, orientado en el contexto aeroportuario. Los resultados revelan la efectividad de VR para motivar y formar a estudiantes, logrando que alumnos de primer a帽o comprendan el dise帽o y construcci贸n de pistas de aterrizaje. VR complementa los m茅todos tradicionales y se demuestra, adem谩s, como una tecnolog铆a de visualizaci贸n inmersiva imprescindible para explotar todo el potencial de nuevos paradigmas en la construcci贸n como es el BIM (Building Information Modelling), catalizando competencias para una educaci贸n integrada con tecnolog铆as de vanguardia enfocada a los ingenieros civiles del futuro.]]>
El sector aeron谩utico demanda eficiencia y tecnolog铆a en las infraestructuras aeroportuarias, y la Construcci贸n 4.0 se posiciona para cumplir con esta exigencia. En este contexto, la Realidad Virtual (VR) emerge como una herramienta fundamental para la interacci贸n humano-m谩quina. Esta investigaci贸n presenta una gu铆a para la adopci贸n de VR en la formaci贸n de ingenieros civiles, usando Realidad Virtual con un enfoque Serious Game, orientado en el contexto aeroportuario. Los resultados revelan la efectividad de VR para motivar y formar a estudiantes, logrando que alumnos de primer a帽o comprendan el dise帽o y construcci贸n de pistas de aterrizaje. VR complementa los m茅todos tradicionales y se demuestra, adem谩s, como una tecnolog铆a de visualizaci贸n inmersiva imprescindible para explotar todo el potencial de nuevos paradigmas en la construcci贸n como es el BIM (Building Information Modelling), catalizando competencias para una educaci贸n integrada con tecnolog铆as de vanguardia enfocada a los ingenieros civiles del futuro.]]> Tue, 17 Oct 2023 16:20:33 GMT https://es.slideshare.net/slideshow/mathias-proboste-martinez-2023-serious-game-y-realidad-virtual-una-combinacin-para-el-aprendizaje-de-construccin-de-aeropuertospdf/262374736 fjmora@slideshare.net(fjmora) Mathias Proboste Martinez (2023) Serious Game y Realidad Virtual una Combinaci贸n para el Aprendizaje de Construcci贸n de Aeropuertos.pdf fjmora El sector aeron谩utico demanda eficiencia y tecnolog铆a en las infraestructuras aeroportuarias, y la Construcci贸n 4.0 se posiciona para cumplir con esta exigencia. En este contexto, la Realidad Virtual (VR) emerge como una herramienta fundamental para la interacci贸n humano-m谩quina. Esta investigaci贸n presenta una gu铆a para la adopci贸n de VR en la formaci贸n de ingenieros civiles, usando Realidad Virtual con un enfoque Serious Game, orientado en el contexto aeroportuario. Los resultados revelan la efectividad de VR para motivar y formar a estudiantes, logrando que alumnos de primer a帽o comprendan el dise帽o y construcci贸n de pistas de aterrizaje. VR complementa los m茅todos tradicionales y se demuestra, adem谩s, como una tecnolog铆a de visualizaci贸n inmersiva imprescindible para explotar todo el potencial de nuevos paradigmas en la construcci贸n como es el BIM (Building Information Modelling), catalizando competencias para una educaci贸n integrada con tecnolog铆as de vanguardia enfocada a los ingenieros civiles del futuro. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mathiasprobostemartinez2023seriousgameyrealidadvirtualunacombinacinparaelaprendizajedeconstruccindea-231017162033-399eba6b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> El sector aeron谩utico demanda eficiencia y tecnolog铆a en las infraestructuras aeroportuarias, y la Construcci贸n 4.0 se posiciona para cumplir con esta exigencia. En este contexto, la Realidad Virtual (VR) emerge como una herramienta fundamental para la interacci贸n humano-m谩quina. Esta investigaci贸n presenta una gu铆a para la adopci贸n de VR en la formaci贸n de ingenieros civiles, usando Realidad Virtual con un enfoque Serious Game, orientado en el contexto aeroportuario. Los resultados revelan la efectividad de VR para motivar y formar a estudiantes, logrando que alumnos de primer a帽o comprendan el dise帽o y construcci贸n de pistas de aterrizaje. VR complementa los m茅todos tradicionales y se demuestra, adem谩s, como una tecnolog铆a de visualizaci贸n inmersiva imprescindible para explotar todo el potencial de nuevos paradigmas en la construcci贸n como es el BIM (Building Information Modelling), catalizando competencias para una educaci贸n integrada con tecnolog铆as de vanguardia enfocada a los ingenieros civiles del futuro.
from Francisco Javier Mora Serrano
]]> 27 0 https://cdn.slidesharecdn.com/ss_thumbnails/mathiasprobostemartinez2023seriousgameyrealidadvirtualunacombinacinparaelaprendizajedeconstruccindea-231017162033-399eba6b-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 脌lex Mir贸 (2023), Presenting the MKM: a tool for assessing math didactics through element interactivity and prior knowledge /slideshow/lex-mir-2023-presenting-the-mkm-a-tool-for-assessing-math-didactics-through-element-interactivity-and-prior-knowledge/261831095 icltcpaperpresentationv21-231006101058-1a795f74
WHY IS SECONDARY SCHOOL MATH DIFFICULT TO LEARN? To what extent does the element interactivity within new elements to be learned and between these elements and prior knowledge contributes to complexity of secondary school mathematics? Knowledge Complexity is formed by: (1) Intrinsic Complexity: inherent - new elements. + (2) Extraneous Complexity: prior knowledge insufficiently acquired. The Mathematical Knowledge Matrix (MKM) Measure Knowledge Complexity as an interval between minimum (intrinsic) and maximum (intrinsic + extraneous). 3 relevant metrics: (1) Intrinsic / Minimum element interactivity (2) Extraneous element interactivity (3) Maximum element interactivity ]]>
WHY IS SECONDARY SCHOOL MATH DIFFICULT TO LEARN? To what extent does the element interactivity within new elements to be learned and between these elements and prior knowledge contributes to complexity of secondary school mathematics? Knowledge Complexity is formed by: (1) Intrinsic Complexity: inherent - new elements. + (2) Extraneous Complexity: prior knowledge insufficiently acquired. The Mathematical Knowledge Matrix (MKM) Measure Knowledge Complexity as an interval between minimum (intrinsic) and maximum (intrinsic + extraneous). 3 relevant metrics: (1) Intrinsic / Minimum element interactivity (2) Extraneous element interactivity (3) Maximum element interactivity ]]> Fri, 06 Oct 2023 10:10:58 GMT /slideshow/lex-mir-2023-presenting-the-mkm-a-tool-for-assessing-math-didactics-through-element-interactivity-and-prior-knowledge/261831095 fjmora@slideshare.net(fjmora) 脌lex Mir贸 (2023), Presenting the MKM: a tool for assessing math didactics through element interactivity and prior knowledge fjmora WHY IS SECONDARY SCHOOL MATH DIFFICULT TO LEARN? To what extent does the element interactivity within new elements to be learned and between these elements and prior knowledge contributes to complexity of secondary school mathematics? Knowledge Complexity is formed by: (1) Intrinsic Complexity: inherent - new elements. + (2) Extraneous Complexity: prior knowledge insufficiently acquired. The Mathematical Knowledge Matrix (MKM) Measure Knowledge Complexity as an interval between minimum (intrinsic) and maximum (intrinsic + extraneous). 3 relevant metrics: (1) Intrinsic / Minimum element interactivity (2) Extraneous element interactivity (3) Maximum element interactivity <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/icltcpaperpresentationv21-231006101058-1a795f74-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> WHY IS SECONDARY SCHOOL MATH DIFFICULT TO LEARN? To what extent does the element interactivity within new elements to be learned and between these elements and prior knowledge contributes to complexity of secondary school mathematics? Knowledge Complexity is formed by: (1) Intrinsic Complexity: inherent - new elements. + (2) Extraneous Complexity: prior knowledge insufficiently acquired. The Mathematical Knowledge Matrix (MKM) Measure Knowledge Complexity as an interval between minimum (intrinsic) and maximum (intrinsic + extraneous). 3 relevant metrics: (1) Intrinsic / Minimum element interactivity (2) Extraneous element interactivity (3) Maximum element interactivity
脌lex Mir贸 (2023), Presenting the MKM: a tool for assessing math didactics through element interactivity and prior knowledge from Francisco Javier Mora Serrano
]]> 41 0 https://cdn.slidesharecdn.com/ss_thumbnails/icltcpaperpresentationv21-231006101058-1a795f74-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Paula Lomascolo Pujad贸 (2023), Provision of Earth Observation data sources for use by a GIS content management system and online marketplace /slideshow/paula-lomascolo-pujad-2023-provision-of-earth-observation-data-sources-for-use-by-a-gis-content-management-system-and-online-marketplace-260935956/260935956 lomascolopujadopaula-230914072040-72e38e87
The objective of this investigation was to provide PIKSEL with EO data sources. Several steps were followed to achieve this goal. The initial phase of the research involved the identification and compilation of EO data sources available. The selection process aimed to encompass a wide range of geospatial, environmental, and climatic data to cater to the diverse needs of the PIKSEL use cases and its users. Subsequently, the EO data available was subjected to an evaluation to determine its relevance to the specific application and objectives of the PIKSEL platform. This assessment considered factors such as data accuracy, spatial and temporal resolution and data format. Once the relevant EO data sources were identified, the next step involved a detailed analysis of the data downloading procedures associated with each source. Each provider often presents unique requirements, access protocols, and data delivery formats, necessitating a thorough understanding of the technical intricacies and obtaining the necessary credentials for data acquisition. To streamline and automate the data retrieval process, a custom Python script was developed for the specific case of the evolution of the coastline. Recognizing the importance of user experience, a user-friendly interface was designed to facilitate straightforward data management. The interface aims to simplify the process of accessing and querying, ensuring that users, irrespective of their technical expertise, can efficiently interact with the platform's resources. However, various hurdles were encountered during the project, including diverse data access procedures, lack of standardization among data channels, and challenges in obtaining and understanding Copernicus data. Despite these challenges, this work presents a valuable resource for non-programming experts seeking to manage EO data with ease. The work also explores future opportunities to expand the platform, integrate other Copernicus services, include diverse relevant sources, and implement the user interface on the PIKSEL website. ]]>
The objective of this investigation was to provide PIKSEL with EO data sources. Several steps were followed to achieve this goal. The initial phase of the research involved the identification and compilation of EO data sources available. The selection process aimed to encompass a wide range of geospatial, environmental, and climatic data to cater to the diverse needs of the PIKSEL use cases and its users. Subsequently, the EO data available was subjected to an evaluation to determine its relevance to the specific application and objectives of the PIKSEL platform. This assessment considered factors such as data accuracy, spatial and temporal resolution and data format. Once the relevant EO data sources were identified, the next step involved a detailed analysis of the data downloading procedures associated with each source. Each provider often presents unique requirements, access protocols, and data delivery formats, necessitating a thorough understanding of the technical intricacies and obtaining the necessary credentials for data acquisition. To streamline and automate the data retrieval process, a custom Python script was developed for the specific case of the evolution of the coastline. Recognizing the importance of user experience, a user-friendly interface was designed to facilitate straightforward data management. The interface aims to simplify the process of accessing and querying, ensuring that users, irrespective of their technical expertise, can efficiently interact with the platform's resources. However, various hurdles were encountered during the project, including diverse data access procedures, lack of standardization among data channels, and challenges in obtaining and understanding Copernicus data. Despite these challenges, this work presents a valuable resource for non-programming experts seeking to manage EO data with ease. The work also explores future opportunities to expand the platform, integrate other Copernicus services, include diverse relevant sources, and implement the user interface on the PIKSEL website. ]]> Thu, 14 Sep 2023 07:20:39 GMT /slideshow/paula-lomascolo-pujad-2023-provision-of-earth-observation-data-sources-for-use-by-a-gis-content-management-system-and-online-marketplace-260935956/260935956 fjmora@slideshare.net(fjmora) Paula Lomascolo Pujad贸 (2023), Provision of Earth Observation data sources for use by a GIS content management system and online marketplace fjmora The objective of this investigation was to provide PIKSEL with EO data sources. Several steps were followed to achieve this goal. The initial phase of the research involved the identification and compilation of EO data sources available. The selection process aimed to encompass a wide range of geospatial, environmental, and climatic data to cater to the diverse needs of the PIKSEL use cases and its users. Subsequently, the EO data available was subjected to an evaluation to determine its relevance to the specific application and objectives of the PIKSEL platform. This assessment considered factors such as data accuracy, spatial and temporal resolution and data format. Once the relevant EO data sources were identified, the next step involved a detailed analysis of the data downloading procedures associated with each source. Each provider often presents unique requirements, access protocols, and data delivery formats, necessitating a thorough understanding of the technical intricacies and obtaining the necessary credentials for data acquisition. To streamline and automate the data retrieval process, a custom Python script was developed for the specific case of the evolution of the coastline. Recognizing the importance of user experience, a user-friendly interface was designed to facilitate straightforward data management. The interface aims to simplify the process of accessing and querying, ensuring that users, irrespective of their technical expertise, can efficiently interact with the platform's resources. However, various hurdles were encountered during the project, including diverse data access procedures, lack of standardization among data channels, and challenges in obtaining and understanding Copernicus data. Despite these challenges, this work presents a valuable resource for non-programming experts seeking to manage EO data with ease. The work also explores future opportunities to expand the platform, integrate other Copernicus services, include diverse relevant sources, and implement the user interface on the PIKSEL website. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lomascolopujadopaula-230914072040-72e38e87-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The objective of this investigation was to provide PIKSEL with EO data sources. Several steps were followed to achieve this goal. The initial phase of the research involved the identification and compilation of EO data sources available. The selection process aimed to encompass a wide range of geospatial, environmental, and climatic data to cater to the diverse needs of the PIKSEL use cases and its users. Subsequently, the EO data available was subjected to an evaluation to determine its relevance to the specific application and objectives of the PIKSEL platform. This assessment considered factors such as data accuracy, spatial and temporal resolution and data format. Once the relevant EO data sources were identified, the next step involved a detailed analysis of the data downloading procedures associated with each source. Each provider often presents unique requirements, access protocols, and data delivery formats, necessitating a thorough understanding of the technical intricacies and obtaining the necessary credentials for data acquisition. To streamline and automate the data retrieval process, a custom Python script was developed for the specific case of the evolution of the coastline. Recognizing the importance of user experience, a user-friendly interface was designed to facilitate straightforward data management. The interface aims to simplify the process of accessing and querying, ensuring that users, irrespective of their technical expertise, can efficiently interact with the platform&#39;s resources. However, various hurdles were encountered during the project, including diverse data access procedures, lack of standardization among data channels, and challenges in obtaining and understanding Copernicus data. Despite these challenges, this work presents a valuable resource for non-programming experts seeking to manage EO data with ease. The work also explores future opportunities to expand the platform, integrate other Copernicus services, include diverse relevant sources, and implement the user interface on the PIKSEL website.
Paula Lomascolo Pujad鍧 (2023), Provision of Earth Observation data sources for use by a GIS content management system and online marketplace from Francisco Javier Mora Serrano
]]> 28 0 https://cdn.slidesharecdn.com/ss_thumbnails/lomascolopujadopaula-230914072040-72e38e87-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Mathias Proboste Martinez (2023) Realidad Virtual y Serious Game para Facilitar la Educaci贸n en Ingenier铆a Civil. Caso de Estudio en Dise帽o de Pistas de Aeropu.pdf https://es.slideshare.net/slideshow/mathias-proboste-martinez-2023-realidad-virtual-y-serious-game-para-facilitar-la-educacin-en-ingeniera-civil-caso-de-estudio-en-diseo-de-pistas-de-aeropupdf/259551754 mathiasprobostemartinez2023realidadvirtualyseriousgameparafacilitarlaeducacineningenieracivil-230801132035-206287ec
La Construcci贸n 4.0 promueve la transformaci贸n digital a trav茅s de la automatizaci贸n, robotizaci贸n y la integraci贸n de sistemas y procesos en entornos digitales, con enlaces directos a sistemas reales, utilizando un amplio despliegue de tecnolog铆as. El riesgo de esto se centra en tener m谩quinas muy avanzadas con gente no preparada para usarlas, por otro lado, si la formaci贸n se centra en ense帽ar a las personas, el riesgo se traspasa a tener equipos sobrecalificados. En busca de este equilibrio, el estudio, an谩lisis y evaluaci贸n de la interacci贸n human-machine es la clave, y m谩s a煤n, identificar correctamente las herramientas a trav茅s de las cuales se lograr谩 esta interacci贸n. En ello, la realidad extendida (XR), que abarca las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR) y realidad mixta (MR), tecnolog铆as emergentes dentro de la Construcci贸n 4.0, pareciera ser la herramienta que ofrece un entorno propicio para lograr estas interacciones y cumplir con los objetivos buscados. Los posibles usos para la formaci贸n con XR son conocidos, y varios estudios han probado estas tecnolog铆as para diferentes t贸picos de aprendizaje de las distintas 谩reas de formaci贸n. En cuanto a Ingenier铆a Civil los esfuerzos han estado dirigido en el estudio y desarrollo de aplicaciones de experiencias XR, en lugar de estudiar la aplicaci贸n de esta tecnolog铆a de forma transcendental en la formaci贸n de Ingenier铆a Civil. Esta investigaci贸n identifica desarrollos de experiencias en XR y analiza su uso, metodolog铆as de aplicaci贸n y 谩reas de formaci贸n que incluyen formaci贸n inmersiva, adem谩s de la relaci贸n de XR con las metodolog铆as y tecnolog铆as del sector de la construcci贸n, como el modelado de informaci贸n de construcci贸n BIM. En el sector de la industria aeroportuaria, se requiere una integraci贸n s贸lida de tecnolog铆as avanzadas para garantizar la eficiencia en el funcionamiento 贸ptimo de las infraestructuras. La construcci贸n 4.0, responde a esta demanda mediante la realidad extendida (XR), buscando promover la interacci贸n eficiente entre humanos y m谩quinas. As铆 esta investigaci贸n presenta gu铆a para el dise帽o e implementaci贸n de una experiencia formativa en ingenier铆a civil utilizando la realidad virtual y con un enfoque XR-Serious Game, utilizando el contexto formativo ingenier铆a aeroportuaria como ejemplo. Los resultados destacan que, XR es una herramienta eficaz para la formaci贸n y la familiarizaci贸n con tecnolog铆as emergentes en estudiantes de pregrado. La experiencia de capacitaci贸n en realidad virtual demostr贸 su capacidad para mejorar la comprensi贸n de los estudiantes y mantener su motivaci贸n, adem谩s revel贸 que estudiantes de primer a帽o de formaci贸n lograron comprender el proceso de dise帽o y construcci贸n de una pista de aterrizaje. Logrando concluir que, la realidad virtual, en particular XR, debe considerarse como herramienta complementaria a los m茅todos tradicionales de ense帽anza en ingenier铆a civil.]]>
La Construcci贸n 4.0 promueve la transformaci贸n digital a trav茅s de la automatizaci贸n, robotizaci贸n y la integraci贸n de sistemas y procesos en entornos digitales, con enlaces directos a sistemas reales, utilizando un amplio despliegue de tecnolog铆as. El riesgo de esto se centra en tener m谩quinas muy avanzadas con gente no preparada para usarlas, por otro lado, si la formaci贸n se centra en ense帽ar a las personas, el riesgo se traspasa a tener equipos sobrecalificados. En busca de este equilibrio, el estudio, an谩lisis y evaluaci贸n de la interacci贸n human-machine es la clave, y m谩s a煤n, identificar correctamente las herramientas a trav茅s de las cuales se lograr谩 esta interacci贸n. En ello, la realidad extendida (XR), que abarca las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR) y realidad mixta (MR), tecnolog铆as emergentes dentro de la Construcci贸n 4.0, pareciera ser la herramienta que ofrece un entorno propicio para lograr estas interacciones y cumplir con los objetivos buscados. Los posibles usos para la formaci贸n con XR son conocidos, y varios estudios han probado estas tecnolog铆as para diferentes t贸picos de aprendizaje de las distintas 谩reas de formaci贸n. En cuanto a Ingenier铆a Civil los esfuerzos han estado dirigido en el estudio y desarrollo de aplicaciones de experiencias XR, en lugar de estudiar la aplicaci贸n de esta tecnolog铆a de forma transcendental en la formaci贸n de Ingenier铆a Civil. Esta investigaci贸n identifica desarrollos de experiencias en XR y analiza su uso, metodolog铆as de aplicaci贸n y 谩reas de formaci贸n que incluyen formaci贸n inmersiva, adem谩s de la relaci贸n de XR con las metodolog铆as y tecnolog铆as del sector de la construcci贸n, como el modelado de informaci贸n de construcci贸n BIM. En el sector de la industria aeroportuaria, se requiere una integraci贸n s贸lida de tecnolog铆as avanzadas para garantizar la eficiencia en el funcionamiento 贸ptimo de las infraestructuras. La construcci贸n 4.0, responde a esta demanda mediante la realidad extendida (XR), buscando promover la interacci贸n eficiente entre humanos y m谩quinas. As铆 esta investigaci贸n presenta gu铆a para el dise帽o e implementaci贸n de una experiencia formativa en ingenier铆a civil utilizando la realidad virtual y con un enfoque XR-Serious Game, utilizando el contexto formativo ingenier铆a aeroportuaria como ejemplo. Los resultados destacan que, XR es una herramienta eficaz para la formaci贸n y la familiarizaci贸n con tecnolog铆as emergentes en estudiantes de pregrado. La experiencia de capacitaci贸n en realidad virtual demostr贸 su capacidad para mejorar la comprensi贸n de los estudiantes y mantener su motivaci贸n, adem谩s revel贸 que estudiantes de primer a帽o de formaci贸n lograron comprender el proceso de dise帽o y construcci贸n de una pista de aterrizaje. Logrando concluir que, la realidad virtual, en particular XR, debe considerarse como herramienta complementaria a los m茅todos tradicionales de ense帽anza en ingenier铆a civil.]]> Tue, 01 Aug 2023 13:20:35 GMT https://es.slideshare.net/slideshow/mathias-proboste-martinez-2023-realidad-virtual-y-serious-game-para-facilitar-la-educacin-en-ingeniera-civil-caso-de-estudio-en-diseo-de-pistas-de-aeropupdf/259551754 fjmora@slideshare.net(fjmora) Mathias Proboste Martinez (2023) Realidad Virtual y Serious Game para Facilitar la Educaci贸n en Ingenier铆a Civil. Caso de Estudio en Dise帽o de Pistas de Aeropu.pdf fjmora La Construcci贸n 4.0 promueve la transformaci贸n digital a trav茅s de la automatizaci贸n, robotizaci贸n y la integraci贸n de sistemas y procesos en entornos digitales, con enlaces directos a sistemas reales, utilizando un amplio despliegue de tecnolog铆as. El riesgo de esto se centra en tener m谩quinas muy avanzadas con gente no preparada para usarlas, por otro lado, si la formaci贸n se centra en ense帽ar a las personas, el riesgo se traspasa a tener equipos sobrecalificados. En busca de este equilibrio, el estudio, an谩lisis y evaluaci贸n de la interacci贸n human-machine es la clave, y m谩s a煤n, identificar correctamente las herramientas a trav茅s de las cuales se lograr谩 esta interacci贸n. En ello, la realidad extendida (XR), que abarca las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR) y realidad mixta (MR), tecnolog铆as emergentes dentro de la Construcci贸n 4.0, pareciera ser la herramienta que ofrece un entorno propicio para lograr estas interacciones y cumplir con los objetivos buscados. Los posibles usos para la formaci贸n con XR son conocidos, y varios estudios han probado estas tecnolog铆as para diferentes t贸picos de aprendizaje de las distintas 谩reas de formaci贸n. En cuanto a Ingenier铆a Civil los esfuerzos han estado dirigido en el estudio y desarrollo de aplicaciones de experiencias XR, en lugar de estudiar la aplicaci贸n de esta tecnolog铆a de forma transcendental en la formaci贸n de Ingenier铆a Civil. Esta investigaci贸n identifica desarrollos de experiencias en XR y analiza su uso, metodolog铆as de aplicaci贸n y 谩reas de formaci贸n que incluyen formaci贸n inmersiva, adem谩s de la relaci贸n de XR con las metodolog铆as y tecnolog铆as del sector de la construcci贸n, como el modelado de informaci贸n de construcci贸n BIM. En el sector de la industria aeroportuaria, se requiere una integraci贸n s贸lida de tecnolog铆as avanzadas para garantizar la eficiencia en el funcionamiento 贸ptimo de las infraestructuras. La construcci贸n 4.0, responde a esta demanda mediante la realidad extendida (XR), buscando promover la interacci贸n eficiente entre humanos y m谩quinas. As铆 esta investigaci贸n presenta gu铆a para el dise帽o e implementaci贸n de una experiencia formativa en ingenier铆a civil utilizando la realidad virtual y con un enfoque XR-Serious Game, utilizando el contexto formativo ingenier铆a aeroportuaria como ejemplo. Los resultados destacan que, XR es una herramienta eficaz para la formaci贸n y la familiarizaci贸n con tecnolog铆as emergentes en estudiantes de pregrado. La experiencia de capacitaci贸n en realidad virtual demostr贸 su capacidad para mejorar la comprensi贸n de los estudiantes y mantener su motivaci贸n, adem谩s revel贸 que estudiantes de primer a帽o de formaci贸n lograron comprender el proceso de dise帽o y construcci贸n de una pista de aterrizaje. Logrando concluir que, la realidad virtual, en particular XR, debe considerarse como herramienta complementaria a los m茅todos tradicionales de ense帽anza en ingenier铆a civil. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mathiasprobostemartinez2023realidadvirtualyseriousgameparafacilitarlaeducacineningenieracivil-230801132035-206287ec-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> La Construcci贸n 4.0 promueve la transformaci贸n digital a trav茅s de la automatizaci贸n, robotizaci贸n y la integraci贸n de sistemas y procesos en entornos digitales, con enlaces directos a sistemas reales, utilizando un amplio despliegue de tecnolog铆as. El riesgo de esto se centra en tener m谩quinas muy avanzadas con gente no preparada para usarlas, por otro lado, si la formaci贸n se centra en ense帽ar a las personas, el riesgo se traspasa a tener equipos sobrecalificados. En busca de este equilibrio, el estudio, an谩lisis y evaluaci贸n de la interacci贸n human-machine es la clave, y m谩s a煤n, identificar correctamente las herramientas a trav茅s de las cuales se lograr谩 esta interacci贸n. En ello, la realidad extendida (XR), que abarca las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR) y realidad mixta (MR), tecnolog铆as emergentes dentro de la Construcci贸n 4.0, pareciera ser la herramienta que ofrece un entorno propicio para lograr estas interacciones y cumplir con los objetivos buscados. Los posibles usos para la formaci贸n con XR son conocidos, y varios estudios han probado estas tecnolog铆as para diferentes t贸picos de aprendizaje de las distintas 谩reas de formaci贸n. En cuanto a Ingenier铆a Civil los esfuerzos han estado dirigido en el estudio y desarrollo de aplicaciones de experiencias XR, en lugar de estudiar la aplicaci贸n de esta tecnolog铆a de forma transcendental en la formaci贸n de Ingenier铆a Civil. Esta investigaci贸n identifica desarrollos de experiencias en XR y analiza su uso, metodolog铆as de aplicaci贸n y 谩reas de formaci贸n que incluyen formaci贸n inmersiva, adem谩s de la relaci贸n de XR con las metodolog铆as y tecnolog铆as del sector de la construcci贸n, como el modelado de informaci贸n de construcci贸n BIM. En el sector de la industria aeroportuaria, se requiere una integraci贸n s贸lida de tecnolog铆as avanzadas para garantizar la eficiencia en el funcionamiento 贸ptimo de las infraestructuras. La construcci贸n 4.0, responde a esta demanda mediante la realidad extendida (XR), buscando promover la interacci贸n eficiente entre humanos y m谩quinas. As铆 esta investigaci贸n presenta gu铆a para el dise帽o e implementaci贸n de una experiencia formativa en ingenier铆a civil utilizando la realidad virtual y con un enfoque XR-Serious Game, utilizando el contexto formativo ingenier铆a aeroportuaria como ejemplo. Los resultados destacan que, XR es una herramienta eficaz para la formaci贸n y la familiarizaci贸n con tecnolog铆as emergentes en estudiantes de pregrado. La experiencia de capacitaci贸n en realidad virtual demostr贸 su capacidad para mejorar la comprensi贸n de los estudiantes y mantener su motivaci贸n, adem谩s revel贸 que estudiantes de primer a帽o de formaci贸n lograron comprender el proceso de dise帽o y construcci贸n de una pista de aterrizaje. Logrando concluir que, la realidad virtual, en particular XR, debe considerarse como herramienta complementaria a los m茅todos tradicionales de ense帽anza en ingenier铆a civil.
from Francisco Javier Mora Serrano
]]> 64 0 https://cdn.slidesharecdn.com/ss_thumbnails/mathiasprobostemartinez2023realidadvirtualyseriousgameparafacilitarlaeducacineningenieracivil-230801132035-206287ec-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Adri脿 Ib谩帽ez (2023) Computer vision for bird strike prevention-12.07.2023.pdf /slideshow/adri-ibez-2023-computer-vision-for-bird-strike-prevention12072023pdf/259162363 adriibez-computervisionforbirdstrikeprevention-12-230712135953-402c0c13
Collisions with birds cause damage to aircraft and in some cases can even cause air travel accidents. According to data from international organizations such as the Federal Aviation Administration (FAA), the radar-based tools currently used to address this problem do not solve it, as there is no indication of a decrease in the number of bird strikes. Early detection and notification to pilots of the presence of birds is key to trying to minimize the possibility that bird impacts can occur. The objective of this project is to improve bird detection capacity in the airport environment. To achieve this goal, this work proposes that the solution could be the use of artificial intelligence based devices and computer vision. To test this hypothesis, a model based on convolutional neural networks (CNN) is selected, trained and deployed on a device for testing. To do this, research is carried out on the different strategies used to solve problems with artificial intelligence and the performance of pre-trained classifier and detector models available. To select the computer board where the model will be deployed, a discussion of Raspberry Pi鈥檚 market performance is made. A collection of bird images is made for training the model. The prototype will finally consist of deploying the model on a Raspberry Pi that through a script in Python programming language is able to automatically notice birds in the real world using a camera connected to the Raspberry Pi. If any detection occurs, the model is capable of making a notification that could serve to anticipate impacts and thus allow appropriate preventive measures to be taken beforehand. In conclusion, this technology shows great potential to support existing solutions today. Theoretical results with validation images show accuracy and recall parameters above 90% but experimental tests with the prototype do not allow for a conclusive judgment due to limitations regarding the training data set.]]>
Collisions with birds cause damage to aircraft and in some cases can even cause air travel accidents. According to data from international organizations such as the Federal Aviation Administration (FAA), the radar-based tools currently used to address this problem do not solve it, as there is no indication of a decrease in the number of bird strikes. Early detection and notification to pilots of the presence of birds is key to trying to minimize the possibility that bird impacts can occur. The objective of this project is to improve bird detection capacity in the airport environment. To achieve this goal, this work proposes that the solution could be the use of artificial intelligence based devices and computer vision. To test this hypothesis, a model based on convolutional neural networks (CNN) is selected, trained and deployed on a device for testing. To do this, research is carried out on the different strategies used to solve problems with artificial intelligence and the performance of pre-trained classifier and detector models available. To select the computer board where the model will be deployed, a discussion of Raspberry Pi鈥檚 market performance is made. A collection of bird images is made for training the model. The prototype will finally consist of deploying the model on a Raspberry Pi that through a script in Python programming language is able to automatically notice birds in the real world using a camera connected to the Raspberry Pi. If any detection occurs, the model is capable of making a notification that could serve to anticipate impacts and thus allow appropriate preventive measures to be taken beforehand. In conclusion, this technology shows great potential to support existing solutions today. Theoretical results with validation images show accuracy and recall parameters above 90% but experimental tests with the prototype do not allow for a conclusive judgment due to limitations regarding the training data set.]]> Wed, 12 Jul 2023 13:59:53 GMT /slideshow/adri-ibez-2023-computer-vision-for-bird-strike-prevention12072023pdf/259162363 fjmora@slideshare.net(fjmora) Adri脿 Ib谩帽ez (2023) Computer vision for bird strike prevention-12.07.2023.pdf fjmora Collisions with birds cause damage to aircraft and in some cases can even cause air travel accidents. According to data from international organizations such as the Federal Aviation Administration (FAA), the radar-based tools currently used to address this problem do not solve it, as there is no indication of a decrease in the number of bird strikes. Early detection and notification to pilots of the presence of birds is key to trying to minimize the possibility that bird impacts can occur. The objective of this project is to improve bird detection capacity in the airport environment. To achieve this goal, this work proposes that the solution could be the use of artificial intelligence based devices and computer vision. To test this hypothesis, a model based on convolutional neural networks (CNN) is selected, trained and deployed on a device for testing. To do this, research is carried out on the different strategies used to solve problems with artificial intelligence and the performance of pre-trained classifier and detector models available. To select the computer board where the model will be deployed, a discussion of Raspberry Pi鈥檚 market performance is made. A collection of bird images is made for training the model. The prototype will finally consist of deploying the model on a Raspberry Pi that through a script in Python programming language is able to automatically notice birds in the real world using a camera connected to the Raspberry Pi. If any detection occurs, the model is capable of making a notification that could serve to anticipate impacts and thus allow appropriate preventive measures to be taken beforehand. In conclusion, this technology shows great potential to support existing solutions today. Theoretical results with validation images show accuracy and recall parameters above 90% but experimental tests with the prototype do not allow for a conclusive judgment due to limitations regarding the training data set. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/adriibez-computervisionforbirdstrikeprevention-12-230712135953-402c0c13-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Collisions with birds cause damage to aircraft and in some cases can even cause air travel accidents. According to data from international organizations such as the Federal Aviation Administration (FAA), the radar-based tools currently used to address this problem do not solve it, as there is no indication of a decrease in the number of bird strikes. Early detection and notification to pilots of the presence of birds is key to trying to minimize the possibility that bird impacts can occur. The objective of this project is to improve bird detection capacity in the airport environment. To achieve this goal, this work proposes that the solution could be the use of artificial intelligence based devices and computer vision. To test this hypothesis, a model based on convolutional neural networks (CNN) is selected, trained and deployed on a device for testing. To do this, research is carried out on the different strategies used to solve problems with artificial intelligence and the performance of pre-trained classifier and detector models available. To select the computer board where the model will be deployed, a discussion of Raspberry Pi鈥檚 market performance is made. A collection of bird images is made for training the model. The prototype will finally consist of deploying the model on a Raspberry Pi that through a script in Python programming language is able to automatically notice birds in the real world using a camera connected to the Raspberry Pi. If any detection occurs, the model is capable of making a notification that could serve to anticipate impacts and thus allow appropriate preventive measures to be taken beforehand. In conclusion, this technology shows great potential to support existing solutions today. Theoretical results with validation images show accuracy and recall parameters above 90% but experimental tests with the prototype do not allow for a conclusive judgment due to limitations regarding the training data set.
Adri脿 Ib谩帽ez (2023) Computer vision for bird strike prevention-12.07.2023.pdf from Francisco Javier Mora Serrano
]]> 25 0 https://cdn.slidesharecdn.com/ss_thumbnails/adriibez-computervisionforbirdstrikeprevention-12-230712135953-402c0c13-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Mar铆a Jes煤s Bopp Ibar (2023) Human-Machine聽Interaction para la Formaci贸n en聽la Ingenier铆a Civil.pdf https://es.slideshare.net/slideshow/mara-jess-bopp-ibar-2023-humanmachineinteraction-para-la-formacin-enla-ingeniera-civilpdf/258865834 marajessboppibar2023human-machineinteractionparalaformacinenlaingenieracivil-230704080212-58076e5a
Tecnolog铆as del sector de los videojuegos Estas caracter铆sticas son propias de los videojuegos, los cuales involucran activamente a los estudiantes al ofrecer desaf铆os interactivos que fomenten el pensamiento cr铆tico y la resoluci贸n de problemas. Al combinar los videojuegos con tecnolog铆as de realidad extendida se abren nuevas posibilidades para abordar la formaci贸n en Ingenieria Civil. Las tecnolog铆as XR permiten simular entornos virtuales que recrean situaciones reales de construcci贸n, dise帽o y gesti贸n de infrestructuras. Esto brinda a los estudiantes la oportunidad de interactuar directamente con los conceptos te贸ricos y desarrollar habilidades de manera segura y controlada, fomentando la acci贸n y participaci贸n. Por otro lado, la colaboraci贸n a trav茅s de multijugador agrega un componente social valioso al permitir que m煤ltiples usuarios interactuen y colaboren en tiempo real, fomentando el trabajo en equipo, la comunicaci贸n y la resoluci贸n conjunta de problemas. Asimismo, la inclusi贸n de narrativas es esencial para brindar un contexto y una estructura atractiva a los contenidos formativos, teniendo un efecto directo sobre la atenci贸n y la motivaci贸n de los usuarios, pudiendo generar conexiones emocionales que pueden mejorar o acelerar el desarrollo de habilidades especificas, promoviendo un mayor compromiso con el aprendizaje. Por otra parte, las anal铆ticas relacionadas con la personalizaci贸n de la experiencia permiten recopilar datos sobre rendimiento y el progreso de los estudiantes en las experiencias de realidad extendida. Estos datos pueden utilizarse para adaptar la dificultad y los desafios de acuerdo con las necesidades individuales de cada alumno, brindando una experiencia de aprendizaje personalizada y optimizada. Por ello, muchas herramientas docentes para la formaci贸n de ingenieros (clases magistrales, experimentos en laboratorios, visitas de campo) pueden verse complementadas, facilitadas y potenciadas enormemente mediante la implementaci贸n de experiencias en realidad extendida. Sin embargo, la creaci贸n e implementaci贸n de contenidos formativos incorporando estas tecnolog铆as puede enfrentar obst谩culos, como la falta de recursos en t茅rminos de tiempo y conocimiento de programaci贸n. La creaci贸n de experiencias XR educativas requiere habilidades t茅cnicas especializadas y un tiempo considerable para el desarrollo. Esto puede dificultar su adopci贸n generalizada, especialmente para usuarios no programadores. ]]>
Tecnolog铆as del sector de los videojuegos Estas caracter铆sticas son propias de los videojuegos, los cuales involucran activamente a los estudiantes al ofrecer desaf铆os interactivos que fomenten el pensamiento cr铆tico y la resoluci贸n de problemas. Al combinar los videojuegos con tecnolog铆as de realidad extendida se abren nuevas posibilidades para abordar la formaci贸n en Ingenieria Civil. Las tecnolog铆as XR permiten simular entornos virtuales que recrean situaciones reales de construcci贸n, dise帽o y gesti贸n de infrestructuras. Esto brinda a los estudiantes la oportunidad de interactuar directamente con los conceptos te贸ricos y desarrollar habilidades de manera segura y controlada, fomentando la acci贸n y participaci贸n. Por otro lado, la colaboraci贸n a trav茅s de multijugador agrega un componente social valioso al permitir que m煤ltiples usuarios interactuen y colaboren en tiempo real, fomentando el trabajo en equipo, la comunicaci贸n y la resoluci贸n conjunta de problemas. Asimismo, la inclusi贸n de narrativas es esencial para brindar un contexto y una estructura atractiva a los contenidos formativos, teniendo un efecto directo sobre la atenci贸n y la motivaci贸n de los usuarios, pudiendo generar conexiones emocionales que pueden mejorar o acelerar el desarrollo de habilidades especificas, promoviendo un mayor compromiso con el aprendizaje. Por otra parte, las anal铆ticas relacionadas con la personalizaci贸n de la experiencia permiten recopilar datos sobre rendimiento y el progreso de los estudiantes en las experiencias de realidad extendida. Estos datos pueden utilizarse para adaptar la dificultad y los desafios de acuerdo con las necesidades individuales de cada alumno, brindando una experiencia de aprendizaje personalizada y optimizada. Por ello, muchas herramientas docentes para la formaci贸n de ingenieros (clases magistrales, experimentos en laboratorios, visitas de campo) pueden verse complementadas, facilitadas y potenciadas enormemente mediante la implementaci贸n de experiencias en realidad extendida. Sin embargo, la creaci贸n e implementaci贸n de contenidos formativos incorporando estas tecnolog铆as puede enfrentar obst谩culos, como la falta de recursos en t茅rminos de tiempo y conocimiento de programaci贸n. La creaci贸n de experiencias XR educativas requiere habilidades t茅cnicas especializadas y un tiempo considerable para el desarrollo. Esto puede dificultar su adopci贸n generalizada, especialmente para usuarios no programadores. ]]> Tue, 04 Jul 2023 08:02:12 GMT https://es.slideshare.net/slideshow/mara-jess-bopp-ibar-2023-humanmachineinteraction-para-la-formacin-enla-ingeniera-civilpdf/258865834 fjmora@slideshare.net(fjmora) Mar铆a Jes煤s Bopp Ibar (2023) Human-Machine聽Interaction para la Formaci贸n en聽la Ingenier铆a Civil.pdf fjmora Tecnolog铆as del sector de los videojuegos Estas caracter铆sticas son propias de los videojuegos, los cuales involucran activamente a los estudiantes al ofrecer desaf铆os interactivos que fomenten el pensamiento cr铆tico y la resoluci贸n de problemas. Al combinar los videojuegos con tecnolog铆as de realidad extendida se abren nuevas posibilidades para abordar la formaci贸n en Ingenieria Civil. Las tecnolog铆as XR permiten simular entornos virtuales que recrean situaciones reales de construcci贸n, dise帽o y gesti贸n de infrestructuras. Esto brinda a los estudiantes la oportunidad de interactuar directamente con los conceptos te贸ricos y desarrollar habilidades de manera segura y controlada, fomentando la acci贸n y participaci贸n. Por otro lado, la colaboraci贸n a trav茅s de multijugador agrega un componente social valioso al permitir que m煤ltiples usuarios interactuen y colaboren en tiempo real, fomentando el trabajo en equipo, la comunicaci贸n y la resoluci贸n conjunta de problemas. Asimismo, la inclusi贸n de narrativas es esencial para brindar un contexto y una estructura atractiva a los contenidos formativos, teniendo un efecto directo sobre la atenci贸n y la motivaci贸n de los usuarios, pudiendo generar conexiones emocionales que pueden mejorar o acelerar el desarrollo de habilidades especificas, promoviendo un mayor compromiso con el aprendizaje. Por otra parte, las anal铆ticas relacionadas con la personalizaci贸n de la experiencia permiten recopilar datos sobre rendimiento y el progreso de los estudiantes en las experiencias de realidad extendida. Estos datos pueden utilizarse para adaptar la dificultad y los desafios de acuerdo con las necesidades individuales de cada alumno, brindando una experiencia de aprendizaje personalizada y optimizada. Por ello, muchas herramientas docentes para la formaci贸n de ingenieros (clases magistrales, experimentos en laboratorios, visitas de campo) pueden verse complementadas, facilitadas y potenciadas enormemente mediante la implementaci贸n de experiencias en realidad extendida. Sin embargo, la creaci贸n e implementaci贸n de contenidos formativos incorporando estas tecnolog铆as puede enfrentar obst谩culos, como la falta de recursos en t茅rminos de tiempo y conocimiento de programaci贸n. La creaci贸n de experiencias XR educativas requiere habilidades t茅cnicas especializadas y un tiempo considerable para el desarrollo. Esto puede dificultar su adopci贸n generalizada, especialmente para usuarios no programadores. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/marajessboppibar2023human-machineinteractionparalaformacinenlaingenieracivil-230704080212-58076e5a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Tecnolog铆as del sector de los videojuegos Estas caracter铆sticas son propias de los videojuegos, los cuales involucran activamente a los estudiantes al ofrecer desaf铆os interactivos que fomenten el pensamiento cr铆tico y la resoluci贸n de problemas. Al combinar los videojuegos con tecnolog铆as de realidad extendida se abren nuevas posibilidades para abordar la formaci贸n en Ingenieria Civil. Las tecnolog铆as XR permiten simular entornos virtuales que recrean situaciones reales de construcci贸n, dise帽o y gesti贸n de infrestructuras. Esto brinda a los estudiantes la oportunidad de interactuar directamente con los conceptos te贸ricos y desarrollar habilidades de manera segura y controlada, fomentando la acci贸n y participaci贸n. Por otro lado, la colaboraci贸n a trav茅s de multijugador agrega un componente social valioso al permitir que m煤ltiples usuarios interactuen y colaboren en tiempo real, fomentando el trabajo en equipo, la comunicaci贸n y la resoluci贸n conjunta de problemas. Asimismo, la inclusi贸n de narrativas es esencial para brindar un contexto y una estructura atractiva a los contenidos formativos, teniendo un efecto directo sobre la atenci贸n y la motivaci贸n de los usuarios, pudiendo generar conexiones emocionales que pueden mejorar o acelerar el desarrollo de habilidades especificas, promoviendo un mayor compromiso con el aprendizaje. Por otra parte, las anal铆ticas relacionadas con la personalizaci贸n de la experiencia permiten recopilar datos sobre rendimiento y el progreso de los estudiantes en las experiencias de realidad extendida. Estos datos pueden utilizarse para adaptar la dificultad y los desafios de acuerdo con las necesidades individuales de cada alumno, brindando una experiencia de aprendizaje personalizada y optimizada. Por ello, muchas herramientas docentes para la formaci贸n de ingenieros (clases magistrales, experimentos en laboratorios, visitas de campo) pueden verse complementadas, facilitadas y potenciadas enormemente mediante la implementaci贸n de experiencias en realidad extendida. Sin embargo, la creaci贸n e implementaci贸n de contenidos formativos incorporando estas tecnolog铆as puede enfrentar obst谩culos, como la falta de recursos en t茅rminos de tiempo y conocimiento de programaci贸n. La creaci贸n de experiencias XR educativas requiere habilidades t茅cnicas especializadas y un tiempo considerable para el desarrollo. Esto puede dificultar su adopci贸n generalizada, especialmente para usuarios no programadores.
from Francisco Javier Mora Serrano
]]> 56 0 https://cdn.slidesharecdn.com/ss_thumbnails/marajessboppibar2023human-machineinteractionparalaformacinenlaingenieracivil-230704080212-58076e5a-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ivan Luque (2023) Miner铆a de texto mediante NLP en el sector seguros.pdf https://es.slideshare.net/slideshow/ivan-luque-2023-minera-de-texto-mediante-nlp-en-el-sector-segurospdf/258865336 ivanluque2023mineradetextomediantenlpenelsectorseguros-230704073922-d7600a40
This work is about classifying reasons of insurance cancellation, from the text written by insurance brokers. To achieve this goal, it was used data provided by the brokers that works with the same software, segElevia. The task definition of this project was obtained during the process of business understanding and analysing the data obtained. Then it was discovered that the brokers make mistakes when selecting the label for the cancellation reason, when comparing it to the content of the free text field. In the process of development of this project, the following software was used: Jupyter Notebook as working environment, Python as development language, and Scikit Learning, Pandas, Seaborn, Spacy and Numpy as libraries. In regards to the data processing it were used different techniques, such as: word elimination, lemmatization, tokenization, vectorization, zero padding and oversampling; however the last one was not implemented, given that the results were unsatisfactory. During the development of this end of degree project, a variety of artificial intelligence, such as the Random Forest Classifier or the Perceptron. After analysing the results obtained on every model, it was considered that the model that provided more satisfactory, was the Random Forest Classifier. This model provides a weighted average in the metrics of 75% on precision, 74% on recall and 74% on f1-score. Finally, from the obtained results, could be created a predictor that helps brokers by indicating the name of the label that they should put while they are writing the free text field, thus reducing the times that the brokers classify wrongly the reason why cancellation of the insurance was made. ]]>
This work is about classifying reasons of insurance cancellation, from the text written by insurance brokers. To achieve this goal, it was used data provided by the brokers that works with the same software, segElevia. The task definition of this project was obtained during the process of business understanding and analysing the data obtained. Then it was discovered that the brokers make mistakes when selecting the label for the cancellation reason, when comparing it to the content of the free text field. In the process of development of this project, the following software was used: Jupyter Notebook as working environment, Python as development language, and Scikit Learning, Pandas, Seaborn, Spacy and Numpy as libraries. In regards to the data processing it were used different techniques, such as: word elimination, lemmatization, tokenization, vectorization, zero padding and oversampling; however the last one was not implemented, given that the results were unsatisfactory. During the development of this end of degree project, a variety of artificial intelligence, such as the Random Forest Classifier or the Perceptron. After analysing the results obtained on every model, it was considered that the model that provided more satisfactory, was the Random Forest Classifier. This model provides a weighted average in the metrics of 75% on precision, 74% on recall and 74% on f1-score. Finally, from the obtained results, could be created a predictor that helps brokers by indicating the name of the label that they should put while they are writing the free text field, thus reducing the times that the brokers classify wrongly the reason why cancellation of the insurance was made. ]]> Tue, 04 Jul 2023 07:39:22 GMT https://es.slideshare.net/slideshow/ivan-luque-2023-minera-de-texto-mediante-nlp-en-el-sector-segurospdf/258865336 fjmora@slideshare.net(fjmora) Ivan Luque (2023) Miner铆a de texto mediante NLP en el sector seguros.pdf fjmora This work is about classifying reasons of insurance cancellation, from the text written by insurance brokers. To achieve this goal, it was used data provided by the brokers that works with the same software, segElevia. The task definition of this project was obtained during the process of business understanding and analysing the data obtained. Then it was discovered that the brokers make mistakes when selecting the label for the cancellation reason, when comparing it to the content of the free text field. In the process of development of this project, the following software was used: Jupyter Notebook as working environment, Python as development language, and Scikit Learning, Pandas, Seaborn, Spacy and Numpy as libraries. In regards to the data processing it were used different techniques, such as: word elimination, lemmatization, tokenization, vectorization, zero padding and oversampling; however the last one was not implemented, given that the results were unsatisfactory. During the development of this end of degree project, a variety of artificial intelligence, such as the Random Forest Classifier or the Perceptron. After analysing the results obtained on every model, it was considered that the model that provided more satisfactory, was the Random Forest Classifier. This model provides a weighted average in the metrics of 75% on precision, 74% on recall and 74% on f1-score. Finally, from the obtained results, could be created a predictor that helps brokers by indicating the name of the label that they should put while they are writing the free text field, thus reducing the times that the brokers classify wrongly the reason why cancellation of the insurance was made. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ivanluque2023mineradetextomediantenlpenelsectorseguros-230704073922-d7600a40-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This work is about classifying reasons of insurance cancellation, from the text written by insurance brokers. To achieve this goal, it was used data provided by the brokers that works with the same software, segElevia. The task definition of this project was obtained during the process of business understanding and analysing the data obtained. Then it was discovered that the brokers make mistakes when selecting the label for the cancellation reason, when comparing it to the content of the free text field. In the process of development of this project, the following software was used: Jupyter Notebook as working environment, Python as development language, and Scikit Learning, Pandas, Seaborn, Spacy and Numpy as libraries. In regards to the data processing it were used different techniques, such as: word elimination, lemmatization, tokenization, vectorization, zero padding and oversampling; however the last one was not implemented, given that the results were unsatisfactory. During the development of this end of degree project, a variety of artificial intelligence, such as the Random Forest Classifier or the Perceptron. After analysing the results obtained on every model, it was considered that the model that provided more satisfactory, was the Random Forest Classifier. This model provides a weighted average in the metrics of 75% on precision, 74% on recall and 74% on f1-score. Finally, from the obtained results, could be created a predictor that helps brokers by indicating the name of the label that they should put while they are writing the free text field, thus reducing the times that the brokers classify wrongly the reason why cancellation of the insurance was made.
from Francisco Javier Mora Serrano
]]> 9 0 https://cdn.slidesharecdn.com/ss_thumbnails/ivanluque2023mineradetextomediantenlpenelsectorseguros-230704073922-d7600a40-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Laurence Sigler (2023) Content management, ecommerce and interoperability framework for a modelling and simulation oriented geographic information system.pdf /slideshow/laurence-sigler-2023-content-management-ecommerce-and-interoperability-framework-for-a-modelling-and-simulation-oriented-geographic-information-systempdf/258836928 laurencesigler-2023-contentmanagementecommerceandinteroperabilityframeworkforamodellingandsimulation-230703155306-a0daeed5
The incorporation of numeric models and simulations onto GIS platforms will answer existing and developing problems of increasing complexity. This can be described as a move from analysis of what is happening to what will happen, or what could happen, and why. Some examples of this type of predictive modelling are: diagnostics and forecasts on shoreline erosion, land uses and their risk assessments, or control of human presence in natural areas. It will also be necessary to combine the simulations to aggregate output for enhanced decision support. The platform is within the scope of the PIKSEL project, started in 2020 by the Catalan government and CIMNE to develop a system to support territorial management and decision support. The primary motivation of the platform is the social interconnection of researchers, via the interoperability of content, numerical models and simulations. Models are specifically designed for a function, and like any software, there is no rule or methodology for creating them. Models are extremely heterogeneous, almost all are coded and constructed differently, differing in operating systems, hardware platforms, programming languages, inputs and outputs, and interfaces, with varied requirements, languages, inputs, outputs, measurements and formats. Harmonization of models has been a long sought goal, so that users would be able to combine models with ease, and faces distinct challenges to enact, as detailed by Zhang et al., 2018. It is required to develop a manner allow ingress of new content, as well as inventory and access mechanisms. This is practical; the development of content (e.g. models, scripts, data) is time consuming and opening the platform for external participation is essential. The ecommerce component will function as a catalog and portal to the PIKSEL platform. The objective of this investigation is to create a content management system with ecommerce capabilities for a platform as a service (PaaS) that utilizes computational models in addition to data. Said CMS will allow interoperability between resources for aggregated output.]]>
The incorporation of numeric models and simulations onto GIS platforms will answer existing and developing problems of increasing complexity. This can be described as a move from analysis of what is happening to what will happen, or what could happen, and why. Some examples of this type of predictive modelling are: diagnostics and forecasts on shoreline erosion, land uses and their risk assessments, or control of human presence in natural areas. It will also be necessary to combine the simulations to aggregate output for enhanced decision support. The platform is within the scope of the PIKSEL project, started in 2020 by the Catalan government and CIMNE to develop a system to support territorial management and decision support. The primary motivation of the platform is the social interconnection of researchers, via the interoperability of content, numerical models and simulations. Models are specifically designed for a function, and like any software, there is no rule or methodology for creating them. Models are extremely heterogeneous, almost all are coded and constructed differently, differing in operating systems, hardware platforms, programming languages, inputs and outputs, and interfaces, with varied requirements, languages, inputs, outputs, measurements and formats. Harmonization of models has been a long sought goal, so that users would be able to combine models with ease, and faces distinct challenges to enact, as detailed by Zhang et al., 2018. It is required to develop a manner allow ingress of new content, as well as inventory and access mechanisms. This is practical; the development of content (e.g. models, scripts, data) is time consuming and opening the platform for external participation is essential. The ecommerce component will function as a catalog and portal to the PIKSEL platform. The objective of this investigation is to create a content management system with ecommerce capabilities for a platform as a service (PaaS) that utilizes computational models in addition to data. Said CMS will allow interoperability between resources for aggregated output.]]> Mon, 03 Jul 2023 15:53:06 GMT /slideshow/laurence-sigler-2023-content-management-ecommerce-and-interoperability-framework-for-a-modelling-and-simulation-oriented-geographic-information-systempdf/258836928 fjmora@slideshare.net(fjmora) Laurence Sigler (2023) Content management, ecommerce and interoperability framework for a modelling and simulation oriented geographic information system.pdf fjmora The incorporation of numeric models and simulations onto GIS platforms will answer existing and developing problems of increasing complexity. This can be described as a move from analysis of what is happening to what will happen, or what could happen, and why. Some examples of this type of predictive modelling are: diagnostics and forecasts on shoreline erosion, land uses and their risk assessments, or control of human presence in natural areas. It will also be necessary to combine the simulations to aggregate output for enhanced decision support. The platform is within the scope of the PIKSEL project, started in 2020 by the Catalan government and CIMNE to develop a system to support territorial management and decision support. The primary motivation of the platform is the social interconnection of researchers, via the interoperability of content, numerical models and simulations. Models are specifically designed for a function, and like any software, there is no rule or methodology for creating them. Models are extremely heterogeneous, almost all are coded and constructed differently, differing in operating systems, hardware platforms, programming languages, inputs and outputs, and interfaces, with varied requirements, languages, inputs, outputs, measurements and formats. Harmonization of models has been a long sought goal, so that users would be able to combine models with ease, and faces distinct challenges to enact, as detailed by Zhang et al., 2018. It is required to develop a manner allow ingress of new content, as well as inventory and access mechanisms. This is practical; the development of content (e.g. models, scripts, data) is time consuming and opening the platform for external participation is essential. The ecommerce component will function as a catalog and portal to the PIKSEL platform. The objective of this investigation is to create a content management system with ecommerce capabilities for a platform as a service (PaaS) that utilizes computational models in addition to data. Said CMS will allow interoperability between resources for aggregated output. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/laurencesigler-2023-contentmanagementecommerceandinteroperabilityframeworkforamodellingandsimulation-230703155306-a0daeed5-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The incorporation of numeric models and simulations onto GIS platforms will answer existing and developing problems of increasing complexity. This can be described as a move from analysis of what is happening to what will happen, or what could happen, and why. Some examples of this type of predictive modelling are: diagnostics and forecasts on shoreline erosion, land uses and their risk assessments, or control of human presence in natural areas. It will also be necessary to combine the simulations to aggregate output for enhanced decision support. The platform is within the scope of the PIKSEL project, started in 2020 by the Catalan government and CIMNE to develop a system to support territorial management and decision support. The primary motivation of the platform is the social interconnection of researchers, via the interoperability of content, numerical models and simulations. Models are specifically designed for a function, and like any software, there is no rule or methodology for creating them. Models are extremely heterogeneous, almost all are coded and constructed differently, differing in operating systems, hardware platforms, programming languages, inputs and outputs, and interfaces, with varied requirements, languages, inputs, outputs, measurements and formats. Harmonization of models has been a long sought goal, so that users would be able to combine models with ease, and faces distinct challenges to enact, as detailed by Zhang et al., 2018. It is required to develop a manner allow ingress of new content, as well as inventory and access mechanisms. This is practical; the development of content (e.g. models, scripts, data) is time consuming and opening the platform for external participation is essential. The ecommerce component will function as a catalog and portal to the PIKSEL platform. The objective of this investigation is to create a content management system with ecommerce capabilities for a platform as a service (PaaS) that utilizes computational models in addition to data. Said CMS will allow interoperability between resources for aggregated output.
Laurence Sigler (2023) Content management, ecommerce and interoperability framework for a modelling and simulation oriented geographic information system.pdf from Francisco Javier Mora Serrano
]]> 39 0 https://cdn.slidesharecdn.com/ss_thumbnails/laurencesigler-2023-contentmanagementecommerceandinteroperabilityframeworkforamodellingandsimulation-230703155306-a0daeed5-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 A. Mir贸. Metadidactical Analysis of Mathematics Teaching /slideshow/a-mir-metadidactical-analysis-of-mathematics-teaching/258421927 a-230614143234-d9d2e2f9
The general objective for our research is to propose effective didactic principles for teaching mathematics at secondary school, where effectiveness is measured by content retention and by transferability of knowledge to real-world contexts and other academic subjects. Research questions: 1. Which cognitive factors contribute to the difficulty of teaching and learning mathematics at the secondary school level, regardless of the specific didactic methods used? 2. Which didactic strategies make instruction to be effective in supporting students learning of mathematics at secondary school level? 3. How can we analyze a given didactic sequence to determine its effectiveness (or non-effectiveness) in supporting students learning of mathematics at secondary school level? 4. How to propose effective didactic strategies for managing problematic areas that do not effectively support students learning of mathematics at secondary school level? 5. How to propose a methodology for determine the effectiveness of a given didactic sequence in secondary school mathematics, and propose didactic principles for improving its non-effective problematic areas? Specific objectives: 1. Research, describe and analyze a theoretical framework for analyzing the reasons of complexity of teaching and learning mathematics at secondary school level. 2. Research, describe and analyze the current state of effective didactic strategies for supporting students learning mathematics at secondary school level, according to the reasons of complexity of teaching and learning it. 3. Design and develop an instrument for metadidactically analyzing the effectiveness of a given didactic sequence in supporting students learning mathematics at secondary school and identify its areas of improvement. 4. Propose didactic strategies for improving the support to students learning mathematics at secondary school through instruction in a given didactic sequence. 5. Implement, test, and validate the metadidactical analysis instrument and the proposed didactic strategies for identifying problematic areas and improving learning outcomes in mathematics instruction at secondary school level.]]>
The general objective for our research is to propose effective didactic principles for teaching mathematics at secondary school, where effectiveness is measured by content retention and by transferability of knowledge to real-world contexts and other academic subjects. Research questions: 1. Which cognitive factors contribute to the difficulty of teaching and learning mathematics at the secondary school level, regardless of the specific didactic methods used? 2. Which didactic strategies make instruction to be effective in supporting students learning of mathematics at secondary school level? 3. How can we analyze a given didactic sequence to determine its effectiveness (or non-effectiveness) in supporting students learning of mathematics at secondary school level? 4. How to propose effective didactic strategies for managing problematic areas that do not effectively support students learning of mathematics at secondary school level? 5. How to propose a methodology for determine the effectiveness of a given didactic sequence in secondary school mathematics, and propose didactic principles for improving its non-effective problematic areas? Specific objectives: 1. Research, describe and analyze a theoretical framework for analyzing the reasons of complexity of teaching and learning mathematics at secondary school level. 2. Research, describe and analyze the current state of effective didactic strategies for supporting students learning mathematics at secondary school level, according to the reasons of complexity of teaching and learning it. 3. Design and develop an instrument for metadidactically analyzing the effectiveness of a given didactic sequence in supporting students learning mathematics at secondary school and identify its areas of improvement. 4. Propose didactic strategies for improving the support to students learning mathematics at secondary school through instruction in a given didactic sequence. 5. Implement, test, and validate the metadidactical analysis instrument and the proposed didactic strategies for identifying problematic areas and improving learning outcomes in mathematics instruction at secondary school level.]]> Wed, 14 Jun 2023 14:32:34 GMT /slideshow/a-mir-metadidactical-analysis-of-mathematics-teaching/258421927 fjmora@slideshare.net(fjmora) A. Mir贸. Metadidactical Analysis of Mathematics Teaching fjmora The general objective for our research is to propose effective didactic principles for teaching mathematics at secondary school, where effectiveness is measured by content retention and by transferability of knowledge to real-world contexts and other academic subjects. Research questions: 1. Which cognitive factors contribute to the difficulty of teaching and learning mathematics at the secondary school level, regardless of the specific didactic methods used? 2. Which didactic strategies make instruction to be effective in supporting students learning of mathematics at secondary school level? 3. How can we analyze a given didactic sequence to determine its effectiveness (or non-effectiveness) in supporting students learning of mathematics at secondary school level? 4. How to propose effective didactic strategies for managing problematic areas that do not effectively support students learning of mathematics at secondary school level? 5. How to propose a methodology for determine the effectiveness of a given didactic sequence in secondary school mathematics, and propose didactic principles for improving its non-effective problematic areas? Specific objectives: 1. Research, describe and analyze a theoretical framework for analyzing the reasons of complexity of teaching and learning mathematics at secondary school level. 2. Research, describe and analyze the current state of effective didactic strategies for supporting students learning mathematics at secondary school level, according to the reasons of complexity of teaching and learning it. 3. Design and develop an instrument for metadidactically analyzing the effectiveness of a given didactic sequence in supporting students learning mathematics at secondary school and identify its areas of improvement. 4. Propose didactic strategies for improving the support to students learning mathematics at secondary school through instruction in a given didactic sequence. 5. Implement, test, and validate the metadidactical analysis instrument and the proposed didactic strategies for identifying problematic areas and improving learning outcomes in mathematics instruction at secondary school level. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/a-230614143234-d9d2e2f9-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The general objective for our research is to propose effective didactic principles for teaching mathematics at secondary school, where effectiveness is measured by content retention and by transferability of knowledge to real-world contexts and other academic subjects. Research questions: 1. Which cognitive factors contribute to the difficulty of teaching and learning mathematics at the secondary school level, regardless of the specific didactic methods used? 2. Which didactic strategies make instruction to be effective in supporting students learning of mathematics at secondary school level? 3. How can we analyze a given didactic sequence to determine its effectiveness (or non-effectiveness) in supporting students learning of mathematics at secondary school level? 4. How to propose effective didactic strategies for managing problematic areas that do not effectively support students learning of mathematics at secondary school level? 5. How to propose a methodology for determine the effectiveness of a given didactic sequence in secondary school mathematics, and propose didactic principles for improving its non-effective problematic areas? Specific objectives: 1. Research, describe and analyze a theoretical framework for analyzing the reasons of complexity of teaching and learning mathematics at secondary school level. 2. Research, describe and analyze the current state of effective didactic strategies for supporting students learning mathematics at secondary school level, according to the reasons of complexity of teaching and learning it. 3. Design and develop an instrument for metadidactically analyzing the effectiveness of a given didactic sequence in supporting students learning mathematics at secondary school and identify its areas of improvement. 4. Propose didactic strategies for improving the support to students learning mathematics at secondary school through instruction in a given didactic sequence. 5. Implement, test, and validate the metadidactical analysis instrument and the proposed didactic strategies for identifying problematic areas and improving learning outcomes in mathematics instruction at secondary school level.
A. Mir鍧. Metadidactical Analysis of Mathematics Teaching from Francisco Javier Mora Serrano
]]> 53 0 https://cdn.slidesharecdn.com/ss_thumbnails/a-230614143234-d9d2e2f9-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 2023. Daniel Salinas, An谩lisis Cr铆tico de los M茅todos de Evaluaci贸n de Experiencias de Realidad Extendida (XR) para Seguridad en Construcci贸n https://es.slideshare.net/slideshow/2023-daniel-salinas-anlisis-crtico-de-los-mtodos-de-evaluacin-de-experiencias-de-realidad-extendida-xr-para-seguridad-en-construccin/257430425 2023-230417084749-ee314ce5
La industria de la construcci贸n presenta altos 铆ndices de accidentabilidad. Con el objetivo de lograr cero accidentes, el sector explora diversas herramientas para mejorar la gesti贸n, formaci贸n y concienciaci贸n de la seguridad. Este trabajo se focaliza en la realidad extendida (XR); que engloba las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR), y realidad mixta (MR). Diversos autores han desarrollado experiencias formativas para la seguridad en construcci贸n en entornos XR realizando conclusiones positivas de su efectividad, sin embargo, no existe una estandarizaci贸n respecto a los m茅todos de evaluaci贸n utilizados en el sector y en muchas experiencias no se utiliza ning煤n m茅todo. Esta investigaci贸n identifica desarrollos de experiencias XR y analiza los m茅todos de validaci贸n utilizados mediante una revisi贸n sistem谩tica, utilizando la metodolog铆a PRISMA. Se identifican dos m茅todos de evaluaci贸n: M茅todos objetivos y M茅todos subjetivos, que se desglosan en cuatro categor铆as cada uno. Los resultados muestran los tipos de evaluaci贸n, prop贸sito relacionado a la seguridad y objetivo de aplicaci贸n de seguridad con los cuales se realiz贸 una clasificaci贸n de la base de datos.]]>
La industria de la construcci贸n presenta altos 铆ndices de accidentabilidad. Con el objetivo de lograr cero accidentes, el sector explora diversas herramientas para mejorar la gesti贸n, formaci贸n y concienciaci贸n de la seguridad. Este trabajo se focaliza en la realidad extendida (XR); que engloba las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR), y realidad mixta (MR). Diversos autores han desarrollado experiencias formativas para la seguridad en construcci贸n en entornos XR realizando conclusiones positivas de su efectividad, sin embargo, no existe una estandarizaci贸n respecto a los m茅todos de evaluaci贸n utilizados en el sector y en muchas experiencias no se utiliza ning煤n m茅todo. Esta investigaci贸n identifica desarrollos de experiencias XR y analiza los m茅todos de validaci贸n utilizados mediante una revisi贸n sistem谩tica, utilizando la metodolog铆a PRISMA. Se identifican dos m茅todos de evaluaci贸n: M茅todos objetivos y M茅todos subjetivos, que se desglosan en cuatro categor铆as cada uno. Los resultados muestran los tipos de evaluaci贸n, prop贸sito relacionado a la seguridad y objetivo de aplicaci贸n de seguridad con los cuales se realiz贸 una clasificaci贸n de la base de datos.]]> Mon, 17 Apr 2023 08:47:48 GMT https://es.slideshare.net/slideshow/2023-daniel-salinas-anlisis-crtico-de-los-mtodos-de-evaluacin-de-experiencias-de-realidad-extendida-xr-para-seguridad-en-construccin/257430425 fjmora@slideshare.net(fjmora) 2023. Daniel Salinas, An谩lisis Cr铆tico de los M茅todos de Evaluaci贸n de Experiencias de Realidad Extendida (XR) para Seguridad en Construcci贸n fjmora La industria de la construcci贸n presenta altos 铆ndices de accidentabilidad. Con el objetivo de lograr cero accidentes, el sector explora diversas herramientas para mejorar la gesti贸n, formaci贸n y concienciaci贸n de la seguridad. Este trabajo se focaliza en la realidad extendida (XR); que engloba las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR), y realidad mixta (MR). Diversos autores han desarrollado experiencias formativas para la seguridad en construcci贸n en entornos XR realizando conclusiones positivas de su efectividad, sin embargo, no existe una estandarizaci贸n respecto a los m茅todos de evaluaci贸n utilizados en el sector y en muchas experiencias no se utiliza ning煤n m茅todo. Esta investigaci贸n identifica desarrollos de experiencias XR y analiza los m茅todos de validaci贸n utilizados mediante una revisi贸n sistem谩tica, utilizando la metodolog铆a PRISMA. Se identifican dos m茅todos de evaluaci贸n: M茅todos objetivos y M茅todos subjetivos, que se desglosan en cuatro categor铆as cada uno. Los resultados muestran los tipos de evaluaci贸n, prop贸sito relacionado a la seguridad y objetivo de aplicaci贸n de seguridad con los cuales se realiz贸 una clasificaci贸n de la base de datos. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2023-230417084749-ee314ce5-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> La industria de la construcci贸n presenta altos 铆ndices de accidentabilidad. Con el objetivo de lograr cero accidentes, el sector explora diversas herramientas para mejorar la gesti贸n, formaci贸n y concienciaci贸n de la seguridad. Este trabajo se focaliza en la realidad extendida (XR); que engloba las tecnolog铆as de realidad virtual (VR), realidad aumentada (AR), y realidad mixta (MR). Diversos autores han desarrollado experiencias formativas para la seguridad en construcci贸n en entornos XR realizando conclusiones positivas de su efectividad, sin embargo, no existe una estandarizaci贸n respecto a los m茅todos de evaluaci贸n utilizados en el sector y en muchas experiencias no se utiliza ning煤n m茅todo. Esta investigaci贸n identifica desarrollos de experiencias XR y analiza los m茅todos de validaci贸n utilizados mediante una revisi贸n sistem谩tica, utilizando la metodolog铆a PRISMA. Se identifican dos m茅todos de evaluaci贸n: M茅todos objetivos y M茅todos subjetivos, que se desglosan en cuatro categor铆as cada uno. Los resultados muestran los tipos de evaluaci贸n, prop贸sito relacionado a la seguridad y objetivo de aplicaci贸n de seguridad con los cuales se realiz贸 una clasificaci贸n de la base de datos.
from Francisco Javier Mora Serrano
]]> 63 0 https://cdn.slidesharecdn.com/ss_thumbnails/2023-230417084749-ee314ce5-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 XR group. Hints and tips for preparing successful proposals for European research projects.2023.04.12.pdf /slideshow/xr-group-hints-and-tips-for-preparing-successful-proposals-for-european-research-projects20230412pdf/257348028 xrgroup-230412150954-16a93db2
Writing successful proposals for European projects is a tough task. Calls are increasingly competitive and the general quality of the proposals is extremely high. Only those with evaluation scores close to the maximum in all sections (excellence, impact and implementation) have possibilities for being funded. Writing a competitive proposal requires a great effort, planning and coordinating a group of people, typically with a variety of background and expertise. In this coffee talk researchers from different CIMNE groups with strong background on consortium creation and proposal writing will share their experience and provide key ideas to keep in mind to be efficient in these endeavors.]]>
Writing successful proposals for European projects is a tough task. Calls are increasingly competitive and the general quality of the proposals is extremely high. Only those with evaluation scores close to the maximum in all sections (excellence, impact and implementation) have possibilities for being funded. Writing a competitive proposal requires a great effort, planning and coordinating a group of people, typically with a variety of background and expertise. In this coffee talk researchers from different CIMNE groups with strong background on consortium creation and proposal writing will share their experience and provide key ideas to keep in mind to be efficient in these endeavors.]]> Wed, 12 Apr 2023 15:09:53 GMT /slideshow/xr-group-hints-and-tips-for-preparing-successful-proposals-for-european-research-projects20230412pdf/257348028 fjmora@slideshare.net(fjmora) XR group. Hints and tips for preparing successful proposals for European research projects.2023.04.12.pdf fjmora Writing successful proposals for European projects is a tough task. Calls are increasingly competitive and the general quality of the proposals is extremely high. Only those with evaluation scores close to the maximum in all sections (excellence, impact and implementation) have possibilities for being funded. Writing a competitive proposal requires a great effort, planning and coordinating a group of people, typically with a variety of background and expertise. In this coffee talk researchers from different CIMNE groups with strong background on consortium creation and proposal writing will share their experience and provide key ideas to keep in mind to be efficient in these endeavors. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/xrgroup-230412150954-16a93db2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Writing successful proposals for European projects is a tough task. Calls are increasingly competitive and the general quality of the proposals is extremely high. Only those with evaluation scores close to the maximum in all sections (excellence, impact and implementation) have possibilities for being funded. Writing a competitive proposal requires a great effort, planning and coordinating a group of people, typically with a variety of background and expertise. In this coffee talk researchers from different CIMNE groups with strong background on consortium creation and proposal writing will share their experience and provide key ideas to keep in mind to be efficient in these endeavors.
XR group. Hints and tips for preparing successful proposals for European research projects.2023.04.12.pdf from Francisco Javier Mora Serrano
]]> 16 0 https://cdn.slidesharecdn.com/ss_thumbnails/xrgroup-230412150954-16a93db2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Mathias Proboste , "Airport VR: Design to scape - Aprendiendo el dise帽o de aeropuertos a trav茅s de tecnolog铆as de realidad virtual y videojuegos", CITE2023.pdf https://es.slideshare.net/slideshow/mathias-proboste-airport-vr-design-to-scape-aprendiendo-el-diseo-de-aeropuertos-a-travs-de-tecnologas-de-realidad-virtual-y-videojuegos-cite2023pdf/257045432 presentationcite2023-230331153646-a2b6b244
La XR ha encontrado en la industria de los videojuegos un campo f茅rtil para la experimentaci贸n y despliegue, ya sea por su propia vocaci贸n de simulaci贸n o la necesidad de recrear experiencias m谩s centradas en el usuario. Es por ello que este trabajo pretende extraer aquellas caracter铆sticas del sector que puedan aprovecharse para un mejor dise帽o de los contenidos formativos, m谩s all谩 de la creaci贸n de escenarios 3D. ]]>
La XR ha encontrado en la industria de los videojuegos un campo f茅rtil para la experimentaci贸n y despliegue, ya sea por su propia vocaci贸n de simulaci贸n o la necesidad de recrear experiencias m谩s centradas en el usuario. Es por ello que este trabajo pretende extraer aquellas caracter铆sticas del sector que puedan aprovecharse para un mejor dise帽o de los contenidos formativos, m谩s all谩 de la creaci贸n de escenarios 3D. ]]> Fri, 31 Mar 2023 15:36:46 GMT https://es.slideshare.net/slideshow/mathias-proboste-airport-vr-design-to-scape-aprendiendo-el-diseo-de-aeropuertos-a-travs-de-tecnologas-de-realidad-virtual-y-videojuegos-cite2023pdf/257045432 fjmora@slideshare.net(fjmora) Mathias Proboste , "Airport VR: Design to scape - Aprendiendo el dise帽o de aeropuertos a trav茅s de tecnolog铆as de realidad virtual y videojuegos", CITE2023.pdf fjmora La XR ha encontrado en la industria de los videojuegos un campo f茅rtil para la experimentaci贸n y despliegue, ya sea por su propia vocaci贸n de simulaci贸n o la necesidad de recrear experiencias m谩s centradas en el usuario. Es por ello que este trabajo pretende extraer aquellas caracter铆sticas del sector que puedan aprovecharse para un mejor dise帽o de los contenidos formativos, m谩s all谩 de la creaci贸n de escenarios 3D. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentationcite2023-230331153646-a2b6b244-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> La XR ha encontrado en la industria de los videojuegos un campo f茅rtil para la experimentaci贸n y despliegue, ya sea por su propia vocaci贸n de simulaci贸n o la necesidad de recrear experiencias m谩s centradas en el usuario. Es por ello que este trabajo pretende extraer aquellas caracter铆sticas del sector que puedan aprovecharse para un mejor dise帽o de los contenidos formativos, m谩s all谩 de la creaci贸n de escenarios 3D.
from Francisco Javier Mora Serrano
]]> 53 0 https://cdn.slidesharecdn.com/ss_thumbnails/presentationcite2023-230331153646-a2b6b244-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Felipe Mu帽oz 28.03.23 "Framework for an XR solution for holistic safety management in construction" https://es.slideshare.net/fjmora/felipe-muoz-280323-framework-for-an-xr-solution-for-holistic-safety-management-in-construction presentacindefensaphdv10-230330131123-2a731563
The construction sector has high accident rates despite advances in risk prevention. The zero accident target is important and can be achieved through proactive design practices and a culture of prevention. Technological renewal through BIM and Construction 4.0 offers an opportunity to integrate safety into the construction process. Extended Reality (XR) can provide training, design and monitoring solutions for construction safety. However, adoption of these technologies requires a framework for their use and massification. The purpose of this doctoral thesis is to develop a framework for the generation of extended reality solutions for the holistic management of safety in construction, including both technological features interoperable with BIM information, data and dimensions, and methodological ones, incorporating essential narrative structures to provide solutions with the cultural and human dimension. This objective is broken down into four other specific objectives: (a) To identify the methodological-technological context of the sector; (b) To identify and characterise the factors that affect safety in construction; (c) To analyse the XR mechanisms to address them; (d) To propose a technological and functional framework for an extended reality (XR) solution for safety in construction and to demonstrate the proposed framework through implementation examples. As a result, it presents: (a) A methodological-technological reference framework for Construction 4.0 with some fifty associated technologies, components and challenges; (b) The identification, description and classification of a hundred factors that influence the safety of construction projects (fSCPs), as well as their link with precedents of XR experiences that consider them. It highlights the low integration with BIM and an arbitrary treatment to cover the needs given by the fSCPs; (c) a framework for the generation of extended reality solutions with the fundamentals for holistic construction safety management, considering the precedents in (a) and (b); (d) an analysis of the factors for the automation of VR experiences for construction safety; and (e) three examples of specific XR content developments on such a framework to evaluate and demonstrate their applicability. ]]>
The construction sector has high accident rates despite advances in risk prevention. The zero accident target is important and can be achieved through proactive design practices and a culture of prevention. Technological renewal through BIM and Construction 4.0 offers an opportunity to integrate safety into the construction process. Extended Reality (XR) can provide training, design and monitoring solutions for construction safety. However, adoption of these technologies requires a framework for their use and massification. The purpose of this doctoral thesis is to develop a framework for the generation of extended reality solutions for the holistic management of safety in construction, including both technological features interoperable with BIM information, data and dimensions, and methodological ones, incorporating essential narrative structures to provide solutions with the cultural and human dimension. This objective is broken down into four other specific objectives: (a) To identify the methodological-technological context of the sector; (b) To identify and characterise the factors that affect safety in construction; (c) To analyse the XR mechanisms to address them; (d) To propose a technological and functional framework for an extended reality (XR) solution for safety in construction and to demonstrate the proposed framework through implementation examples. As a result, it presents: (a) A methodological-technological reference framework for Construction 4.0 with some fifty associated technologies, components and challenges; (b) The identification, description and classification of a hundred factors that influence the safety of construction projects (fSCPs), as well as their link with precedents of XR experiences that consider them. It highlights the low integration with BIM and an arbitrary treatment to cover the needs given by the fSCPs; (c) a framework for the generation of extended reality solutions with the fundamentals for holistic construction safety management, considering the precedents in (a) and (b); (d) an analysis of the factors for the automation of VR experiences for construction safety; and (e) three examples of specific XR content developments on such a framework to evaluate and demonstrate their applicability. ]]> Thu, 30 Mar 2023 13:11:22 GMT https://es.slideshare.net/fjmora/felipe-muoz-280323-framework-for-an-xr-solution-for-holistic-safety-management-in-construction fjmora@slideshare.net(fjmora) Felipe Mu帽oz 28.03.23 "Framework for an XR solution for holistic safety management in construction" fjmora The construction sector has high accident rates despite advances in risk prevention. The zero accident target is important and can be achieved through proactive design practices and a culture of prevention. Technological renewal through BIM and Construction 4.0 offers an opportunity to integrate safety into the construction process. Extended Reality (XR) can provide training, design and monitoring solutions for construction safety. However, adoption of these technologies requires a framework for their use and massification. The purpose of this doctoral thesis is to develop a framework for the generation of extended reality solutions for the holistic management of safety in construction, including both technological features interoperable with BIM information, data and dimensions, and methodological ones, incorporating essential narrative structures to provide solutions with the cultural and human dimension. This objective is broken down into four other specific objectives: (a) To identify the methodological-technological context of the sector; (b) To identify and characterise the factors that affect safety in construction; (c) To analyse the XR mechanisms to address them; (d) To propose a technological and functional framework for an extended reality (XR) solution for safety in construction and to demonstrate the proposed framework through implementation examples. As a result, it presents: (a) A methodological-technological reference framework for Construction 4.0 with some fifty associated technologies, components and challenges; (b) The identification, description and classification of a hundred factors that influence the safety of construction projects (fSCPs), as well as their link with precedents of XR experiences that consider them. It highlights the low integration with BIM and an arbitrary treatment to cover the needs given by the fSCPs; (c) a framework for the generation of extended reality solutions with the fundamentals for holistic construction safety management, considering the precedents in (a) and (b); (d) an analysis of the factors for the automation of VR experiences for construction safety; and (e) three examples of specific XR content developments on such a framework to evaluate and demonstrate their applicability. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentacindefensaphdv10-230330131123-2a731563-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The construction sector has high accident rates despite advances in risk prevention. The zero accident target is important and can be achieved through proactive design practices and a culture of prevention. Technological renewal through BIM and Construction 4.0 offers an opportunity to integrate safety into the construction process. Extended Reality (XR) can provide training, design and monitoring solutions for construction safety. However, adoption of these technologies requires a framework for their use and massification. The purpose of this doctoral thesis is to develop a framework for the generation of extended reality solutions for the holistic management of safety in construction, including both technological features interoperable with BIM information, data and dimensions, and methodological ones, incorporating essential narrative structures to provide solutions with the cultural and human dimension. This objective is broken down into four other specific objectives: (a) To identify the methodological-technological context of the sector; (b) To identify and characterise the factors that affect safety in construction; (c) To analyse the XR mechanisms to address them; (d) To propose a technological and functional framework for an extended reality (XR) solution for safety in construction and to demonstrate the proposed framework through implementation examples. As a result, it presents: (a) A methodological-technological reference framework for Construction 4.0 with some fifty associated technologies, components and challenges; (b) The identification, description and classification of a hundred factors that influence the safety of construction projects (fSCPs), as well as their link with precedents of XR experiences that consider them. It highlights the low integration with BIM and an arbitrary treatment to cover the needs given by the fSCPs; (c) a framework for the generation of extended reality solutions with the fundamentals for holistic construction safety management, considering the precedents in (a) and (b); (d) an analysis of the factors for the automation of VR experiences for construction safety; and (e) three examples of specific XR content developments on such a framework to evaluate and demonstrate their applicability.
from Francisco Javier Mora Serrano
]]> 99 0 https://cdn.slidesharecdn.com/ss_thumbnails/presentacindefensaphdv10-230330131123-2a731563-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Francisco Giosue Romano (2023), Viabilidad del despliegue de la filosof铆a Lean Construction a pie de obra mediante su digitalizaci贸n a trav茅s de una BIM-Station https://es.slideshare.net/slideshow/francisco-giosue-romano-2023-viabilidad-del-despliegue-de-la-filosofa-lean-construction-a-pie-de-obra-mediante-su-digitalizacin-a-travs-de-una-bimstation/255804604 tfg-franciscoromano-230210160646-1512f905
Un problema serio en la construcci贸n son los retrasos en los plazos de entrega. Las razones principales suelen ser gestiones deficientes, planificaciones imprecisas y una muy baja digitalizaci贸n en el lugar de la obra. Este trabajo final de grado propone la implementaci贸n de una metodolog铆a que integra la Filosof铆a "Lean Construction" con herramientas que puedan traer el BIM al pie de la obra, con el objetivo de optimizar los procesos de gesti贸n y planificaci贸n a trav茅s tambi茅n de la digitalizaci贸n de estos procesos y la reducci贸n de la brecha tecnol贸gica entre el despacho y el pie de la obra. La metodolog铆a propuesta se basa en un proceso colaborativo siguiendo las directrices de las herramientas de Lean Construction y llevada a cabo a trav茅s de una BIM-Table, dispositivo f铆sico en el pie de la obra que permite la centralizaci贸n de la informaci贸n a pie de la obra, generando uniones y f谩cil acceso a la informaci贸n digital desde los cronogramas y calendarios de la planificaci贸n. Para la demostraci贸n del funcionamiento de esta metodolog铆a propuesta se realiza un modelo comparativo que se basa en la realizaci贸n del proceso de gesti贸n y planificaci贸n de una vivienda unifamiliar que permite distinguir las principales diferencias entre las pr谩cticas de una metodolog铆a tradicional, esto ha demostrado una mejora de eficiencia en t茅rminos de tiempo y coste a partir de proyectos medianamente grandes. ]]>
Un problema serio en la construcci贸n son los retrasos en los plazos de entrega. Las razones principales suelen ser gestiones deficientes, planificaciones imprecisas y una muy baja digitalizaci贸n en el lugar de la obra. Este trabajo final de grado propone la implementaci贸n de una metodolog铆a que integra la Filosof铆a "Lean Construction" con herramientas que puedan traer el BIM al pie de la obra, con el objetivo de optimizar los procesos de gesti贸n y planificaci贸n a trav茅s tambi茅n de la digitalizaci贸n de estos procesos y la reducci贸n de la brecha tecnol贸gica entre el despacho y el pie de la obra. La metodolog铆a propuesta se basa en un proceso colaborativo siguiendo las directrices de las herramientas de Lean Construction y llevada a cabo a trav茅s de una BIM-Table, dispositivo f铆sico en el pie de la obra que permite la centralizaci贸n de la informaci贸n a pie de la obra, generando uniones y f谩cil acceso a la informaci贸n digital desde los cronogramas y calendarios de la planificaci贸n. Para la demostraci贸n del funcionamiento de esta metodolog铆a propuesta se realiza un modelo comparativo que se basa en la realizaci贸n del proceso de gesti贸n y planificaci贸n de una vivienda unifamiliar que permite distinguir las principales diferencias entre las pr谩cticas de una metodolog铆a tradicional, esto ha demostrado una mejora de eficiencia en t茅rminos de tiempo y coste a partir de proyectos medianamente grandes. ]]> Fri, 10 Feb 2023 16:06:45 GMT https://es.slideshare.net/slideshow/francisco-giosue-romano-2023-viabilidad-del-despliegue-de-la-filosofa-lean-construction-a-pie-de-obra-mediante-su-digitalizacin-a-travs-de-una-bimstation/255804604 fjmora@slideshare.net(fjmora) Francisco Giosue Romano (2023), Viabilidad del despliegue de la filosof铆a Lean Construction a pie de obra mediante su digitalizaci贸n a trav茅s de una BIM-Station fjmora Un problema serio en la construcci贸n son los retrasos en los plazos de entrega. Las razones principales suelen ser gestiones deficientes, planificaciones imprecisas y una muy baja digitalizaci贸n en el lugar de la obra. Este trabajo final de grado propone la implementaci贸n de una metodolog铆a que integra la Filosof铆a "Lean Construction" con herramientas que puedan traer el BIM al pie de la obra, con el objetivo de optimizar los procesos de gesti贸n y planificaci贸n a trav茅s tambi茅n de la digitalizaci贸n de estos procesos y la reducci贸n de la brecha tecnol贸gica entre el despacho y el pie de la obra. La metodolog铆a propuesta se basa en un proceso colaborativo siguiendo las directrices de las herramientas de Lean Construction y llevada a cabo a trav茅s de una BIM-Table, dispositivo f铆sico en el pie de la obra que permite la centralizaci贸n de la informaci贸n a pie de la obra, generando uniones y f谩cil acceso a la informaci贸n digital desde los cronogramas y calendarios de la planificaci贸n. Para la demostraci贸n del funcionamiento de esta metodolog铆a propuesta se realiza un modelo comparativo que se basa en la realizaci贸n del proceso de gesti贸n y planificaci贸n de una vivienda unifamiliar que permite distinguir las principales diferencias entre las pr谩cticas de una metodolog铆a tradicional, esto ha demostrado una mejora de eficiencia en t茅rminos de tiempo y coste a partir de proyectos medianamente grandes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tfg-franciscoromano-230210160646-1512f905-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Un problema serio en la construcci贸n son los retrasos en los plazos de entrega. Las razones principales suelen ser gestiones deficientes, planificaciones imprecisas y una muy baja digitalizaci贸n en el lugar de la obra. Este trabajo final de grado propone la implementaci贸n de una metodolog铆a que integra la Filosof铆a &quot;Lean Construction&quot; con herramientas que puedan traer el BIM al pie de la obra, con el objetivo de optimizar los procesos de gesti贸n y planificaci贸n a trav茅s tambi茅n de la digitalizaci贸n de estos procesos y la reducci贸n de la brecha tecnol贸gica entre el despacho y el pie de la obra. La metodolog铆a propuesta se basa en un proceso colaborativo siguiendo las directrices de las herramientas de Lean Construction y llevada a cabo a trav茅s de una BIM-Table, dispositivo f铆sico en el pie de la obra que permite la centralizaci贸n de la informaci贸n a pie de la obra, generando uniones y f谩cil acceso a la informaci贸n digital desde los cronogramas y calendarios de la planificaci贸n. Para la demostraci贸n del funcionamiento de esta metodolog铆a propuesta se realiza un modelo comparativo que se basa en la realizaci贸n del proceso de gesti贸n y planificaci贸n de una vivienda unifamiliar que permite distinguir las principales diferencias entre las pr谩cticas de una metodolog铆a tradicional, esto ha demostrado una mejora de eficiencia en t茅rminos de tiempo y coste a partir de proyectos medianamente grandes.
from Francisco Javier Mora Serrano
]]> 32 0 https://cdn.slidesharecdn.com/ss_thumbnails/tfg-franciscoromano-230210160646-1512f905-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-fjmora-48x48.jpg?cb=1731425657 Development of finite element software for electromagnetic applications. Software tools oriented to computer aided design and analysis, finite elements, CAD, numerical methods programs, high level scientific computation languages like Matlab and in general programming skills. One of three founders of Atipic (www.ptv.es/fitxes/atipic.htm), a start-up company devoted to applying numerical methods in industrial production. Commercial relationships with small companies interested in computer tools for electromagnetic analysis and engineering support. Supervision of master thesis. www.cimne.com/kratos/emant/ https://cdn.slidesharecdn.com/ss_thumbnails/sofiamontecinos2024-herramientasmultiusuariobasadasentecnologasderealidadvirtualparapotenciarlainmer-240904073431-b4d4fe67-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/sofia-montecinos-2024-herramientas-multiusuario-basadas-en-tecnologias-de-realidad-virtual-para-potenciar-la-inmersion-en-la-comunicacion-a-distancia-para-proyectos-de-construccion-pdf/271552388 Sofia Montecinos 2024-... https://cdn.slidesharecdn.com/ss_thumbnails/jiajiezhaijuly2024-virtualrealityandgamificationfortrainingandlearninginsafetyfortheaecosector-240719111433-3d04058e-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/jiajie-zhai-july-2024-virtual-reality-and-gamification-for-training-and-learning-in-safety-for-the-aeco-sector-pdf/270334913 Jiajie Zhai (July 2024... https://cdn.slidesharecdn.com/ss_thumbnails/aidapadillagonzlez2024desarrollodeunaexperienciaenunrealenginecomoactividadesparareforzarelapren-240709112637-09eb9018-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/aida-padilla-gonzalez-2024-desarrollo-de-una-experiencia-en-unreal-engine-como-actividades-para-reforzar-el-apren-pdf/270144996 Aida Padilla Gonz谩lez ...