Comparación entre controles hápticos y tradicionales en educación y entrenamiento para RV
Palabras clave:
Háptico, Usabilidad, Controles, Realidad virtual, Entrenamiento
Resumen
La Realidad Virtual (RV) como tecnología generadora de ambientes inmersivos actualmente presenta una notable expansión, y se ha presenciado en múltiples investigaciones en diversos campos de estudio. Reconociendo las virtudes que aporta esta tecnología, como el aumento en motivación y en la efectividad del aprendizaje (por comprender un mayor nivel de inmersión y satisfacción en las actividades realizadas) en los ámbitos educativos y de entrenamiento, se propone evaluar cuál es la configuración de controles (hápticos o tradicionales) más pertinente para mejorar el desempeño y la percepción de usabilidad en los ámbitos mencionados. Así pues, este articulo presenta detalles correspondientes a la elaboración de un prototipo que permita la finalización de tareas básicas para fines educativos y de entrenamiento, en un ambiente de realidad virtual. En este documento nos centramos en las pruebas realizadas al prototipo para definir la interacción más usable a criterio de los participantes del experimento.
Referencias bibliográficas
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Wang, G.-X., & Li, L. (2012). Virtual reality exposure therapy of anxiety disorders. Advances in Psychological Science, 20(8), 1277–1286. http://journal.psych.ac.cn/xlkxjz/EN/abstract/abstract2584.shtml
Watanuki, K., & Kojima, K. (2006). Virtual Reality Based Job Training for Advanced Manufacturing Skills. The International Conference on Business & Technology Transfer, 2006.3, 134–139. https://doi.org/10.1299/jsmeicbtt.2006.3.0_134
Yilmaz, B., & Goken, M. (2016). Virtual reality (VR) technologies in education of industrial design. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(1), 498–503. https://doi.org/10.18844/gjhss.v2i1.336
Al-Shamaileh, N. (2014). Cognitive Motivational Learning of the Students of the Faculty of Medicine at the University of Jordan. Gifted and Talented International, 29(1–2), 99–112. https://doi.org/10.1080/15332276.2014.11678433
Boejen, A., & Grau, C. (2011). Virtual reality in radiation therapy training. Surgical Oncology, 20(3), 185–188. https://doi.org/10.1016/j.suronc.2010.07.004
Boychenko, K. V. (2017). Virtual reality as the tool of interactive architecture. Problems of modern science and education, 90. https://doi.org/10.20861/2304-2338-2017-90-004
Brown, M. A., & Mackenzie, I. S. (2013). Evaluating Video Game Controller Usability as Related to User Hand Size. Proceedings of the International Conference on Multimedia and Human Computer Interaction. http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.417.7071
Chahín Pinzón, N., & Briñez, B. L. (2018). Propiedades psicométricas del Cuestionario de Adicción a Internet y a los Videojuegos para Adolescentes. Universitas Psychologica, 17(4), 1–13. https://doi.org/10.11144/Javeriana.upsy17-4.ppca
Dalgleish, M. (2018). There are no universal interfaces: how asymmetrical roles and asymmetrical controllers can increase access diversity. G| A| M| E Games as Art, Media, Entertainment, 7. https://www.gamejournal.it/wp-content/uploads/2019/08/GAME_07_SpecialNeeds_Dalgleish.pdf
Finstad, K. (2010). The Usability Metric for User Experience. Interacting with Computers, 22(5), 323–327. https://doi.org/10.1016/j.intcom.2010.04.004
Hidalgo, G. A. (2011). Supervised learning for haptics texture classification using fourier analysis [Instituto Tecnológico y de Estudios Superiores de Monterrey]. https://repositorio.tec.mx/handle/11285/570646
Kennedy, J. M., Gabias, P., & Heller, M. A. (1992). Space, haptics and the blind. Geoforum, 23(2), 175–189. https://doi.org/10.1016/0016-7185(92)90015-V
Li, L., Zhang, M., Xu, F., & Liu, S. (2005). ERT-VR: an immersive virtual reality system for emergency rescue training. Virtual Reality, 8(3), 194–197. https://doi.org/10.1007/s10055-004-0149-6
Ma, M., Jain, L. C., & Anderson, P. (2014). Virtual, Augmented Reality and Serious Games for Healthcare 1. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-54816-1
Mayorga, D. R. (2018). Simulador multimodal de entrenamiento en reducción de fracturas como módulo de residencia. Universidad de los Andes.
Medina, F., & Figueroa, P. (2018). Prototype of a Serious Game for Peace Construction in a Colombian Context. 2018 XLIV Latin American Computer Conference (CLEI), 328–333. https://doi.org/10.1109/CLEI.2018.00047
Minogue, J., & Jones, M. G. (2006). Haptics in Education: Exploring an Untapped Sensory Modality. Review of Educational Research, 76(3), 317–348. https://doi.org/10.3102/00346543076003317
Morris, D., Sewell, C., Barbagli, F., Salisbury, K., Blevins, N. H., & Girod, S. (2006). Visuohaptic simulation of bone surgery for training and evaluation. IEEE Computer Graphics and Applications, 26(6), 48–57. https://doi.org/10.1109/MCG.2006.140
Okamura, A. M., Richard, C., & Cutkosky, M. R. (2002). Feeling is Believing: Using a Force-Feedback Joystick to Teach Dynamic Systems. Journal of Engineering Education, 91(3), 345–349. https://doi.org/10.1002/j.2168-9830.2002.tb00713.x
Phidgets Inc. (2016). Phidgets Inc. - Products for USB Sensing and Control. https://www.phidgets.com/?
Révész, G. (1950). Experimental study in abstraction in monkeys. Longmans, Green. https://psycnet.apa.org/record/1951-03367-000
Román-Ibáñez, V., Pujol-López, F., Mora-Mora, H., Pertegal-Felices, M., & Jimeno-Morenilla, A. (2018). A Low-Cost Immersive Virtual Reality System for Teaching Robotic Manipulators Programming. Sustainability, 10(4), 1102. https://doi.org/10.3390/su10041102
Sik Lanyi, C., Brown, D. J., Standen, P., Lewis, J., & Butkute, V. (2010). User Interface Evaluation of Serious Games for Students with Intellectual Disability. En Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics): Vol. 6179 LNCS (Número PART 1, pp. 227–234). https://doi.org/10.1007/978-3-642-14097-6_37
Tauscher, J.-P., Schottky, F. W., Grogorick, S., Bittner, P. M., Mustafa, M., & Magnor, M. (2019). Immersive EEG: Evaluating Electroencephalography in Virtual Reality. 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), 1794–1800. https://doi.org/10.1109/VR.2019.8797858
Wang, G.-X., & Li, L. (2012). Virtual reality exposure therapy of anxiety disorders. Advances in Psychological Science, 20(8), 1277–1286. http://journal.psych.ac.cn/xlkxjz/EN/abstract/abstract2584.shtml
Watanuki, K., & Kojima, K. (2006). Virtual Reality Based Job Training for Advanced Manufacturing Skills. The International Conference on Business & Technology Transfer, 2006.3, 134–139. https://doi.org/10.1299/jsmeicbtt.2006.3.0_134
Yilmaz, B., & Goken, M. (2016). Virtual reality (VR) technologies in education of industrial design. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(1), 498–503. https://doi.org/10.18844/gjhss.v2i1.336
Cómo citar
Figueroa, P., & Medina Cortés, F. (2020). Comparación entre controles hápticos y tradicionales en educación y entrenamiento para RV. Revista Colombiana De Computación, 21(2), 13–21. Recuperado a partir de https://revistas.unab.edu.co/index.php/rcc/article/view/4027
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Publicado
2020-12-01
Sección
Artículo de investigación científica y tecnológica
