Project Details
Description
Universities face challenges and crossroads in the context of dynamic scenarios, market linkages, and new business and technological trends demanded within the framework of a digital society, Industry 4.0, and Education 3.0. Consequently, rethinking traditional models and reorienting the processes of students' academic formation are essential in the 21st century.
This rationale leads to the consideration of innovative strategies in university academic training, which should foster a relevant profile to authentically, meaningfully, and pertinently evaluate both theoretical and practical life skills of an individual entering the workforce. These skills should encompass not only professional capacity but also optimal performance in teamwork, problem-solving, engineering design, among others.
Courses across various disciplines should enhance formative scenarios that emphasize not only theoretical learning but also the practical application of knowledge. This approach aims to consolidate a formation that facilitates the resolution of complex problems through a combination of technical, creative, and analytical skills, with the adaptation of Extended Reality (XR), which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR).
The purpose of this research is to adapt Extended Reality (XR) through interdisciplinary study groups that enhance teamwork, engineering design, and problem-solving skills in university students. This qualitative study will be based on a case study approach with a mixed research design, which will be outlined through phases and stages. It will be grounded in diagnosing the perception of teaching teams and students regarding the adaptation of XR, which will allow the design of a project proposal with teaching staff for the application of teamwork, engineering design, and problem-solving in interdisciplinary student groups.
The research will employ documentary analysis, online surveys, pre-tests and post-tests, semi-structured interviews, and focus groups to document the experience of interdisciplinary student groups created in the courses of Business Productivity, Introduction to Virtual Reality, and Learning Experience Design, from the first semester of 2025 to the first semester of 2026.
The analysis will be organized along both qualitative and quantitative dimensions. The qualitative aspect will be conducted through codes, tables, and matrices. For the quantitative dimension, non-parametric tests will be applied, including the Wilcoxon signed-rank test, Kruskal-Wallis analysis of variance, Friedman test, and Kendall's W coefficient of concordance (Cochran's Q test).
The expected conclusion relates to the management of a paradigmatic shift in the model by innovating interdisciplinarily in harmony with technology, enriching academic formation with the authentic enhancement of life skills such as teamwork, problem analysis, and application in the resolution of viable solutions through engineering design. This approach would ensure the development of authentic collaborative and interdisciplinary scenarios, attuned to the expectations of the Industry 4.0 context and a digital society.
This rationale leads to the consideration of innovative strategies in university academic training, which should foster a relevant profile to authentically, meaningfully, and pertinently evaluate both theoretical and practical life skills of an individual entering the workforce. These skills should encompass not only professional capacity but also optimal performance in teamwork, problem-solving, engineering design, among others.
Courses across various disciplines should enhance formative scenarios that emphasize not only theoretical learning but also the practical application of knowledge. This approach aims to consolidate a formation that facilitates the resolution of complex problems through a combination of technical, creative, and analytical skills, with the adaptation of Extended Reality (XR), which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR).
The purpose of this research is to adapt Extended Reality (XR) through interdisciplinary study groups that enhance teamwork, engineering design, and problem-solving skills in university students. This qualitative study will be based on a case study approach with a mixed research design, which will be outlined through phases and stages. It will be grounded in diagnosing the perception of teaching teams and students regarding the adaptation of XR, which will allow the design of a project proposal with teaching staff for the application of teamwork, engineering design, and problem-solving in interdisciplinary student groups.
The research will employ documentary analysis, online surveys, pre-tests and post-tests, semi-structured interviews, and focus groups to document the experience of interdisciplinary student groups created in the courses of Business Productivity, Introduction to Virtual Reality, and Learning Experience Design, from the first semester of 2025 to the first semester of 2026.
The analysis will be organized along both qualitative and quantitative dimensions. The qualitative aspect will be conducted through codes, tables, and matrices. For the quantitative dimension, non-parametric tests will be applied, including the Wilcoxon signed-rank test, Kruskal-Wallis analysis of variance, Friedman test, and Kendall's W coefficient of concordance (Cochran's Q test).
The expected conclusion relates to the management of a paradigmatic shift in the model by innovating interdisciplinarily in harmony with technology, enriching academic formation with the authentic enhancement of life skills such as teamwork, problem analysis, and application in the resolution of viable solutions through engineering design. This approach would ensure the development of authentic collaborative and interdisciplinary scenarios, attuned to the expectations of the Industry 4.0 context and a digital society.
General Objective
Adaptar Realidad Extendida (XR) en contextos educativos reales e interdisciplinarios para la potencialización de habilidades de trabajo en equipo, de diseño ingenieril y en la resolución de problemas en estudiantes universitarios.
Research Lines
El proceso de enseñanza-aprendizaje: Didáctica educativa, desarrollo de estrategias y evaluación educativas, entre otras.
Sistemas educativos innovadores
Curriculum
Sistemas educativos innovadores
Curriculum
| Status | Active |
|---|---|
| Effective start/end date | 1/01/25 → 31/12/26 |
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