Jorge Joo Nagata

Virtual Heritage of the Territory: Design and Implementation of Educational Resources in Augmented Reality and Mobile Pedestrian Navigation

This paper intends to establish the relationship between the heritage content of mobile pedestrian navigation system-augmented reality application and learning processes through mobile devices. In this context, a teaching-learning process will be developed that is linked to urban heritage, determining the educational effectiveness with these tools. The methodological research focuses on two dimensions: 1) technological design of a mobile learning platform and 2) determining educational modes of understanding of the program. A patrimonial thematic unit will result from this design whose significance in mLearning-uLearning processes will be determined, considering the elements of identity and local culture.

Model of augmented reality and pedestrian navigation about the territorial heritage: design, implementation and evaluation

This research aims to establish the generation and educational effectiveness of a digital learning module, linked to the implementation of Pedestrian Navigation System characteristics and Augmented Reality (AR-PNS), developing training processes linked to spatial information about the historical heritage and cultural, corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The research focuses on two main areas: the first is the design and development of a PNS-AR platform, defining the architecture, functionality, interface and implementation; in a second stage of empirical testing modes, understanding and effectiveness of PNS-AR model created in a context of territorial Situated Learning will develop cultural heritage. Finally, the expected results are building flexible software in a mobile environment that allows the presentation of content on the historical heritage and the determination of its effectiveness in the context of situated learning and mobile.

Augmented reality and pedestrian navigation through of mobile implementation on heritage content

Nowadays, is possible to create mobile applications for learning about heritage elements related to the implementation of resources such as Augmented Reality (AR) Mobile Pedestrian Navigation (MPN), and aimed at the development of training processes in the context of mobility, linked to territorial information on the historical and cultural heritage, put in value over the territory. The software development focuses on two main areas: the first is the determination of territorial scenarios, generating a database that can be used in mobile contexts. The second, focuses on the design and development of AR-MPN application, defining the architecture, functionality, interface and implementation. The results are building a flexible software in a mobile environment that allows content presentation on the historical heritage of cities, in addition to determining its effectiveness within a context of situated learning and mobile.

Perception about augmented reality and mobile pedestrian navigation tools with heritage content in the field of education

From the perception of students, a mobile application for learning about heritage elements related to the implementation of resources on Augmented Reality (AR) and Mobile Pedestrian Navigation (MPN) is evaluated, with territorial information on the historical and cultural heritage, corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The research evaluated through a questionnaire, the perception that students around the areas of hardware, software and content heritage, as a learning process in a located and mobile context. The results established that there is a positive assessment on the implemented tools and experiences, allowing to generate new learning methodologies mediated in mobile contexts.

Virtual heritage territories: augmented reality and pedestrian navigation through educational implementation

In this paper we intend to establish the creation and educational effectiveness of a digital learning module related to the implementation of Mobile Pedestrian Navigation and Augmented Reality (MPN-AR) features, developing educational processes linked to the territorial information and historical-culture heritage corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The research focuses on two main areas: the first is the design and development of a MPN-AR platform, defining the architecture, functionality, interface and implementation; in a second stage we will develop empirical testing of display modes, understanding and effectiveness of the MPN-AR model created in a context of Mobile and Ubiquitous Learning about located territorial cultural heritage. Finally, the expected results are building flexible software in a mobile environment that allows the presentation of content on the historical heritage and the determination of its effectiveness in the context of Ubiquitous and Mobile Learning.

Comparison of the use of personal learning environments (PLE) between students from Chile and Ecuador: an approach

The presence of Information Technology and Communication (ITC) in education has ensured new learning environments, such as virtual classrooms present today in most universities, the distance education (online) and the complement classroom education whose duality is known as B-Learning. This is the case of the National University of Chimborazo, Public Higher Education Institution of the Ecuador and Metropolitan University of Science of Education of the Chile, which five years ago has begun to gradually integrate these new computing learnings resources. The present study investigates the use of virtual classrooms, as tools constitute students Personal Learning Environments (PLE) in Chile and Ecuador, the differences, similarities and characteristics. The main results, there is an increasing the number of subjects that support virtual classrooms for classroom teaching, but learning occurs both in and out of these new learning environments, thus, Web 2.0 tools are important in these processes either to access, process, publish and share resources and content. Finally, as to whether there are differences in the contexts of using of PLE among students in Chile and Ecuador, there are no major differences except for some particular parameters pertaining to the creation of content modules in each country.