Achievement of Generic and Professional Competencies Through Virtual Environments

This study is aimed to prove how Virtual Environments (VE) and Information and Communication Technologies (ICT) can be used as a tool to verify professional competencies. The incursion of virtual environments in education has shown that there is much potential in distance learning development. To fi...

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Autores:: Comas-Gonzalez, Zhoe
Zamora Musa, Ronald
Rodelo Soto, Orlando
Collazos-Morales, Carlos
Sanchez, Carlos
Hill-Pastor, Laura

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2021

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

Idioma:

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network_acronym_str	COOPER2
network_name_str	Repositorio UCC
repository_id_str
dc.title.spa.fl_str_mv	Achievement of Generic and Professional Competencies Through Virtual Environments
title	Achievement of Generic and Professional Competencies Through Virtual Environments
spellingShingle	Achievement of Generic and Professional Competencies Through Virtual Environments Evaluación de competencias Proceso de aprendizaje Herramientas pedagógicas Auto aprendizaje Educación virtual Ambiente virtual Competences evaluation Learning process Pedagogical tools Self-learning Virtual education Virtual environment
title_short	Achievement of Generic and Professional Competencies Through Virtual Environments
title_full	Achievement of Generic and Professional Competencies Through Virtual Environments
title_fullStr	Achievement of Generic and Professional Competencies Through Virtual Environments
title_full_unstemmed	Achievement of Generic and Professional Competencies Through Virtual Environments
title_sort	Achievement of Generic and Professional Competencies Through Virtual Environments
dc.creator.fl_str_mv	Comas-Gonzalez, Zhoe Zamora Musa, Ronald Rodelo Soto, Orlando Collazos-Morales, Carlos Sanchez, Carlos Hill-Pastor, Laura
dc.contributor.author.none.fl_str_mv	Comas-Gonzalez, Zhoe Zamora Musa, Ronald Rodelo Soto, Orlando Collazos-Morales, Carlos Sanchez, Carlos Hill-Pastor, Laura
dc.subject.spa.fl_str_mv	Evaluación de competencias Proceso de aprendizaje Herramientas pedagógicas Auto aprendizaje Educación virtual Ambiente virtual
topic	Evaluación de competencias Proceso de aprendizaje Herramientas pedagógicas Auto aprendizaje Educación virtual Ambiente virtual Competences evaluation Learning process Pedagogical tools Self-learning Virtual education Virtual environment
dc.subject.other.spa.fl_str_mv	Competences evaluation Learning process Pedagogical tools Self-learning Virtual education Virtual environment
description	This study is aimed to prove how Virtual Environments (VE) and Information and Communication Technologies (ICT) can be used as a tool to verify professional competencies. The incursion of virtual environments in education has shown that there is much potential in distance learning development. To find out how it influences the achievement of competencies, there was made an experimental study with a post-test design and control group. Students were divided into two groups; each of them was submitted to a different test. The results demonstrate that with the implementation of VE using ICT, the students who used the VE had a better performance than students who used the traditional evaluations. Confirmed with the 83% of the sample who achieved the highest levels (50% got strategical professional competencies, and 33% got autonomous professional competencies). Considering the study, the authors could notice that students do develop professional competencies along virtual environments, reflected not only in the level of competence achieved by the ones tested on the virtual environment but also in the average time they spend to do the test. Therefore, virtual environments have positives effects in the education field.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-04-07T16:04:12Z
dc.date.available.none.fl_str_mv	2021-04-07T16:04:12Z
dc.date.issued.none.fl_str_mv	2021-02-06
dc.type.none.fl_str_mv	Artículos Científicos
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
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dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
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status_str	publishedVersion
dc.identifier.issn.spa.fl_str_mv	03029743
dc.identifier.uri.spa.fl_str_mv	https://doi.org/10.1007/978-3-030-68452-5_41
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12494/33760
dc.identifier.bibliographicCitation.spa.fl_str_mv	Comas-Gonzalez Z., Zamora-Musa R., Soto O.R., Collazos-Morales C., Sanchez C.A., Hill-Pastor L. (2021) Achievement of Generic and Professional Competencies Through Virtual Environments. In: Singh M., Kang DK., Lee JH., Tiwary U.S., Singh D., Chung WY. (eds) Intelligent Human Computer Interaction. IHCI 2020. Lecture Notes in Computer Science, vol 12616. Springer, Cham. https://doi.org/10.1007/978-3-030-68452-5_41
identifier_str_mv	03029743 Comas-Gonzalez Z., Zamora-Musa R., Soto O.R., Collazos-Morales C., Sanchez C.A., Hill-Pastor L. (2021) Achievement of Generic and Professional Competencies Through Virtual Environments. In: Singh M., Kang DK., Lee JH., Tiwary U.S., Singh D., Chung WY. (eds) Intelligent Human Computer Interaction. IHCI 2020. Lecture Notes in Computer Science, vol 12616. Springer, Cham. https://doi.org/10.1007/978-3-030-68452-5_41
url	https://doi.org/10.1007/978-3-030-68452-5_41 https://hdl.handle.net/20.500.12494/33760
dc.relation.isversionof.spa.fl_str_mv	https://link.springer.com/chapter/10.1007/978-3-030-68452-5_41
dc.relation.ispartofconference.spa.fl_str_mv	International Conference on Intelligent Human Computer Interaction - IHCI 2020
dc.relation.ispartofjournal.spa.fl_str_mv	Lecture Notes in Computer Science
dc.relation.references.spa.fl_str_mv	1. Comas-González, Z., Echeverri-Ocampo, I., Zamora-Musa, R., Velez, J., Sarmiento, R., Orellana, M.: Recent trends in virtual education and its strong connection with the immersive environments. Espacios 38(15), 4–17 (2017) Google Scholar Picatoste, J., Pérez-Ortiz, L., Ruesga-Benito, S.M.: A new educational pattern in response to new technologies and sustainable development. Enlightening ICT skills for youth employability in the European Union. Telemat. Informat. 35(4), 1031–1038 (2018). https://doi.org/10.1016/j.tele.2017.09.014 Islam, A.K.M.N.: E-learning system use and its outcomes: moderating role of perceived compatibility. Telemat. Informat. 33(1), 48–55 (2015). https://doi.org/10.1016/j.tele.2015.06.010 CrossRefGoogle Scholar Yu, H., Zhang, Z.: Research on mobile learning system of colleges and universities. In: El Rhalibi, A., Pan, Z., Jin, H., Ding, D., Navarro-Newball, A.A., Wang, Y. (eds.) Edutainment 2018. LNCS, vol. 11462, pp. 308–312. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-23712-7_42 Deguchi, S.: Case Studies of Developing and Using Learning Systems in a Department of Engineering. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2020. LNCS, vol. 12205, pp. 34–48. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-50513-4_3 CrossRefGoogle Scholar Nuñez, M.E., Rodriguez-Paz, M.X.: A real-time remote courses model for the improvement of the overall learning experience. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2020. LNCS, vol. 12205, pp. 132–143. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-50513-4_10 CrossRefGoogle Scholar Klímová, B., Pražák, P.: Mobile blended learning and evaluation of its effectiveness on students’ learning achievement. In: Cheung, S.K.S., Lee, L.-K., Simonova, I., Kozel, T., Kwok, L.-F (eds.) ICBL 2019. LNCS, vol. 11546, pp. 216–224. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-21562-0_18 Zamora-Musa, R., Velez, J.: Use of data mining to identify trends between variables to improve implementation of an immersive environment. J. Eng. Appl. Sci. 12(22), 5944–5948 (2017) Google Scholar Peng, J., Tan, W., Liu, G.: Virtual experiment in distance education: based on 3D virtual learning environment. In: 2015 International Conference of Educational Innovation through Technology (EITT) Wuhan, pp. 81–84 (2015). https://doi.org/10.1109/EITT.2015.24 Meléndez-Pertuz, F., et al.: Design and development of a didactic an innovative dashboard for home automation teaching using labview programming environment. ARPN J. Eng. Appl. Sci. 13(2), 523–528 (2018). http://www.arpnjournals.org/jeas/research_papers/rp_2018/jeas_0118_6699.pdf Chen, X., et al.: ImmerTai: immersive motion learning in VR environments. J. Vis. Commun. Image Represent. 58, 416–427 (2019). https://doi.org/10.1016/j.jvcir.2018.11.039 CrossRefGoogle Scholar Cabero-Almenara, J., Fernández-Batanero, J., Barroso-Osuna, J.: Adoption of augmented reality technology by university students. Heliyon 5(5), e01597 (2019) CrossRefGoogle Scholar Talib, M., Einea, O., Nasir, Q., Mowakeh, M., Eltawil, M.: Enhancing computing studies in high schools: a systematic literature review & UAE case study. Heliyon 5(2), e01235 (2019). https://doi.org/10.1016/j.heliyon.2019.e01235 CrossRefGoogle Scholar Apuke, O., Iyendo, T.: University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon 4(12), e01052 (2018). https://doi.org/10.1016/j.heliyon.2018.e01052 CrossRefGoogle Scholar Hamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., Edwards, T.: Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Comput. Hum. Behav. 54, 170–179 (2016) CrossRefGoogle Scholar Arantes, E., Stadler, A., Del Corso, J., Catapan, A.: Contribuições da educação profissional na modalidade a distância para a gestão e valorização da diversidade. Espacios 37(22), E-1 (2016) Google Scholar Zamora-Musa, R., Vélez, J., Paez-Logreira, H.: Evaluating learnability in a 3D heritage tour. Presence Teleoper. Vir. Environ. 26(4), 366–377 (2018). https://doi.org/10.1162/pres_a_00305 Heradio, R., de la Torre, L., Galan, D., Cabrerizo, F., Herrera-Viedma, E., Dormido, S.: Virtual and remote labs in education: a bibliometric analysis. Comput. Educ. 98, 14–38 (2016). https://doi.org/10.1016/j.compedu.2016.03.010 CrossRefGoogle Scholar Garcia-Zubia, J., Irurzun, J., Orduna, P., Angulo, I., Hernandez, U., Ruiz, J. et al.: SecondLab: a remote laboratory under second life. Int. J. Online Eng. (IJOE) 6(4) (2010). https://doi.org/10.3991/ijoe.v6i4.1312 Shen, J., Eder, L.B.: Intentions to use virtual worlds for education. J. Inf. Syst. Educ. 20(2), 225 (2009) Google Scholar Kemp, J., Livingstone, D., Bloomfield, P.: SLOODLE: connecting VLE tools with emergent teaching practice in second life. Br. J. Educ. Technol. 40(3), 551–555 (2009). https://doi.org/10.1111/j.1467-8535.2009.00938 Brinson, J.: Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Comput. Educ. 87, 218–237 (2015). https://doi.org/10.1016/j.compedu.2015.07.003 CrossRefGoogle Scholar Cruz-Benito, J., Maderuelo, C., Garcia-Penalvo, F., Theron, R., Perez-Blanco, J., Zazo Gomez, H., Martin-Suarez, A.: Usalpharma: a software architecture to support learning in virtual worlds. IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje 11(3), 194–204 (2016). https://doi.org/10.1109/rita.2016.2589719 CrossRefGoogle Scholar Bawa, P., Lee Watson, S., Watson, W.: Motivation is a game: massively multiplayer online games as agents of motivation in higher education. Comput. Educ. 123, 174–194 (2018). https://doi.org/10.1016/j.compedu.2018.05.004 CrossRefGoogle Scholar Zamora-Musa, R., Velez, J., Paez-Logreira, H., Coba, J., Cano-Cano, C., Martinez, O.: Implementación de un recurso educativo abierto a través del modelo del diseño universal para el aprendizaje teniendo en cuenta evaluación de competencias y las necesidades individuales de los estudiantes. Espacios 38(5), 3 (2017) Google Scholar Chen, J., Tutwiler, M., Metcalf, S., Kamarainen, A., Grotzer, T., Dede, C.: A multi-user virtual environment to support students’ self-efficacy and interest in science: a latent growth model analysis. Learn. Instr. 41, 11–22 (2016) CrossRefGoogle Scholar Guerrero-Roldán, A., Noguera, I.: A model for aligning assessment with competences and learning activities in online courses. Internet High. Educ. 38, 36–46 (2018). https://doi.org/10.1016/j.iheduc.2018.04.005 CrossRefGoogle Scholar Bhattacharjee, D., Paul, A., Kim, J., Karthigaikumar, P.: An immersive learning model using evolutionary learning. Comput. Electr. Eng. 65, 236–249 (2018). https://doi.org/10.1016/j.compeleceng.2017.08.023 CrossRefGoogle Scholar Cardona, S., Vélez, J., Tobón, S.: Towards a model for the development and assessment of competences through formative projects. In: XXXIX Latin American Computing Conference, vol. 17, no. 3, pp. 1–16 (2013) Google Scholar Lucas, E., Benito, J., Gonzalo, O.: USALSIM: learning, professional practices and employability in a 3D virtual world. Int. J. Technol. Enhanced Learn. 5(3/4), 307 (2013). https://doi.org/10.1504/ijtel.2013.059498 CrossRefGoogle Scholar Mustami, M., Suryadin and Suardi Wekke, I.: Learning Model Combined with Mind Maps and Cooperative Strategies for Junior High School Student. Journal of Engineering and Applied Sciences, 12(7), pp. 1681 – 1686 (2017) Google Scholar Freire, P., Dandolini, G., De Souza, J., Trierweiller, A., Da Silva, S., Sell, D., et al.: Universidade Corporativa em Rede: Considerações Iniciais para um Novo Modelo de Educação Corporativa. Espacios 37(5), E-5 (2016) Google Scholar Tawil, N., Zaharim, A., Shaari, I., Ismail, N., Embi, M.: The acceptance of e-learning in engineering mathematics in enhancing engineering education. J. Eng. Appl. Sci. 7(3), 279–284 (2012) CrossRefGoogle Scholar Hernández, R., Fernández, C., Baptista, P.: Metodología de la investigación. J. Chem. Inform. Model. 53 (2014). https://doi.org/10.1017/CBO9781107415324.004 Tsay, L.S., Williamson, A., Im, S.: Framework to build an intelligent RFID system for use in the healthcare industry. In: Proceedings - 2012 Conference on Technologies and Applications of Artificial Intelligence, TAAI 2012, pp. 109–112 (2012). https://doi.org/10.1109/TAAI.2012.58 Kovács, P., Murray, N., Gregor, R., Sulema, Y., Rybárová, R.: Application of immersive technologies for education: state of the art. In: 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) IEEE, pp. 283–288 (2015). https://doi.org/10.1109/IMCTL.2015.7359604 Estriegana, R., Medina-Merodio, J., Barchino, R.: Student acceptance of virtual laboratory and practical work: an extension of the technology acceptance model. Comput. Educ. 135, 1–14 (2019) CrossRefGoogle Scholar
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spelling	Comas-Gonzalez, ZhoeZamora Musa, RonaldRodelo Soto, OrlandoCollazos-Morales, CarlosSanchez, CarlosHill-Pastor, Laura126162021-04-07T16:04:12Z2021-04-07T16:04:12Z2021-02-0603029743https://doi.org/10.1007/978-3-030-68452-5_41https://hdl.handle.net/20.500.12494/33760Comas-Gonzalez Z., Zamora-Musa R., Soto O.R., Collazos-Morales C., Sanchez C.A., Hill-Pastor L. (2021) Achievement of Generic and Professional Competencies Through Virtual Environments. In: Singh M., Kang DK., Lee JH., Tiwary U.S., Singh D., Chung WY. (eds) Intelligent Human Computer Interaction. IHCI 2020. Lecture Notes in Computer Science, vol 12616. Springer, Cham. https://doi.org/10.1007/978-3-030-68452-5_41This study is aimed to prove how Virtual Environments (VE) and Information and Communication Technologies (ICT) can be used as a tool to verify professional competencies. The incursion of virtual environments in education has shown that there is much potential in distance learning development. To find out how it influences the achievement of competencies, there was made an experimental study with a post-test design and control group. Students were divided into two groups; each of them was submitted to a different test. The results demonstrate that with the implementation of VE using ICT, the students who used the VE had a better performance than students who used the traditional evaluations. Confirmed with the 83% of the sample who achieved the highest levels (50% got strategical professional competencies, and 33% got autonomous professional competencies). Considering the study, the authors could notice that students do develop professional competencies along virtual environments, reflected not only in the level of competence achieved by the ones tested on the virtual environment but also in the average time they spend to do the test. Therefore, virtual environments have positives effects in the education field.https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001348149https://orcid.org/0000-0003-4949-4438https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000004982ronald.zamora@campusucc.edu.cohttps://scholar.google.com/citations?hl=es&tzom=300&user=KXDKYVUAAAAJ&view_op=list_works391- 405 p.Universidad Cooperativa de Colombia, Facultad de Ingeniería, Programa de Ingeniería Industrial, Barrancabermeja, ColombiaSpringer Nature Switzerland AGIngeniería IndustrialBarrancabermejahttps://link.springer.com/chapter/10.1007/978-3-030-68452-5_41International Conference on Intelligent Human Computer Interaction - IHCI 2020Lecture Notes in Computer Science1. Comas-González, Z., Echeverri-Ocampo, I., Zamora-Musa, R., Velez, J., Sarmiento, R., Orellana, M.: Recent trends in virtual education and its strong connection with the immersive environments. Espacios 38(15), 4–17 (2017) Google ScholarPicatoste, J., Pérez-Ortiz, L., Ruesga-Benito, S.M.: A new educational pattern in response to new technologies and sustainable development. Enlightening ICT skills for youth employability in the European Union. Telemat. Informat. 35(4), 1031–1038 (2018). https://doi.org/10.1016/j.tele.2017.09.014Islam, A.K.M.N.: E-learning system use and its outcomes: moderating role of perceived compatibility. Telemat. Informat. 33(1), 48–55 (2015). https://doi.org/10.1016/j.tele.2015.06.010 CrossRefGoogle ScholarYu, H., Zhang, Z.: Research on mobile learning system of colleges and universities. In: El Rhalibi, A., Pan, Z., Jin, H., Ding, D., Navarro-Newball, A.A., Wang, Y. (eds.) Edutainment 2018. LNCS, vol. 11462, pp. 308–312. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-23712-7_42Deguchi, S.: Case Studies of Developing and Using Learning Systems in a Department of Engineering. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2020. LNCS, vol. 12205, pp. 34–48. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-50513-4_3 CrossRefGoogle ScholarNuñez, M.E., Rodriguez-Paz, M.X.: A real-time remote courses model for the improvement of the overall learning experience. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2020. LNCS, vol. 12205, pp. 132–143. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-50513-4_10 CrossRefGoogle ScholarKlímová, B., Pražák, P.: Mobile blended learning and evaluation of its effectiveness on students’ learning achievement. In: Cheung, S.K.S., Lee, L.-K., Simonova, I., Kozel, T., Kwok, L.-F (eds.) ICBL 2019. LNCS, vol. 11546, pp. 216–224. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-21562-0_18Zamora-Musa, R., Velez, J.: Use of data mining to identify trends between variables to improve implementation of an immersive environment. J. Eng. Appl. Sci. 12(22), 5944–5948 (2017) Google ScholarPeng, J., Tan, W., Liu, G.: Virtual experiment in distance education: based on 3D virtual learning environment. In: 2015 International Conference of Educational Innovation through Technology (EITT) Wuhan, pp. 81–84 (2015). https://doi.org/10.1109/EITT.2015.24Meléndez-Pertuz, F., et al.: Design and development of a didactic an innovative dashboard for home automation teaching using labview programming environment. ARPN J. Eng. Appl. Sci. 13(2), 523–528 (2018). http://www.arpnjournals.org/jeas/research_papers/rp_2018/jeas_0118_6699.pdfChen, X., et al.: ImmerTai: immersive motion learning in VR environments. J. Vis. Commun. Image Represent. 58, 416–427 (2019). https://doi.org/10.1016/j.jvcir.2018.11.039 CrossRefGoogle ScholarCabero-Almenara, J., Fernández-Batanero, J., Barroso-Osuna, J.: Adoption of augmented reality technology by university students. Heliyon 5(5), e01597 (2019) CrossRefGoogle ScholarTalib, M., Einea, O., Nasir, Q., Mowakeh, M., Eltawil, M.: Enhancing computing studies in high schools: a systematic literature review & UAE case study. Heliyon 5(2), e01235 (2019). https://doi.org/10.1016/j.heliyon.2019.e01235 CrossRefGoogle ScholarApuke, O., Iyendo, T.: University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon 4(12), e01052 (2018). https://doi.org/10.1016/j.heliyon.2018.e01052 CrossRefGoogle ScholarHamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., Edwards, T.: Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Comput. Hum. Behav. 54, 170–179 (2016) CrossRefGoogle ScholarArantes, E., Stadler, A., Del Corso, J., Catapan, A.: Contribuições da educação profissional na modalidade a distância para a gestão e valorização da diversidade. Espacios 37(22), E-1 (2016) Google ScholarZamora-Musa, R., Vélez, J., Paez-Logreira, H.: Evaluating learnability in a 3D heritage tour. Presence Teleoper. Vir. Environ. 26(4), 366–377 (2018). https://doi.org/10.1162/pres_a_00305Heradio, R., de la Torre, L., Galan, D., Cabrerizo, F., Herrera-Viedma, E., Dormido, S.: Virtual and remote labs in education: a bibliometric analysis. Comput. Educ. 98, 14–38 (2016). https://doi.org/10.1016/j.compedu.2016.03.010 CrossRefGoogle ScholarGarcia-Zubia, J., Irurzun, J., Orduna, P., Angulo, I., Hernandez, U., Ruiz, J. et al.: SecondLab: a remote laboratory under second life. Int. J. Online Eng. (IJOE) 6(4) (2010). https://doi.org/10.3991/ijoe.v6i4.1312Shen, J., Eder, L.B.: Intentions to use virtual worlds for education. J. Inf. Syst. Educ. 20(2), 225 (2009) Google ScholarKemp, J., Livingstone, D., Bloomfield, P.: SLOODLE: connecting VLE tools with emergent teaching practice in second life. Br. J. Educ. Technol. 40(3), 551–555 (2009). https://doi.org/10.1111/j.1467-8535.2009.00938Brinson, J.: Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Comput. Educ. 87, 218–237 (2015). https://doi.org/10.1016/j.compedu.2015.07.003 CrossRefGoogle ScholarCruz-Benito, J., Maderuelo, C., Garcia-Penalvo, F., Theron, R., Perez-Blanco, J., Zazo Gomez, H., Martin-Suarez, A.: Usalpharma: a software architecture to support learning in virtual worlds. IEEE Revista Iberoamericana De Tecnologias Del Aprendizaje 11(3), 194–204 (2016). https://doi.org/10.1109/rita.2016.2589719 CrossRefGoogle ScholarBawa, P., Lee Watson, S., Watson, W.: Motivation is a game: massively multiplayer online games as agents of motivation in higher education. Comput. Educ. 123, 174–194 (2018). https://doi.org/10.1016/j.compedu.2018.05.004 CrossRefGoogle ScholarZamora-Musa, R., Velez, J., Paez-Logreira, H., Coba, J., Cano-Cano, C., Martinez, O.: Implementación de un recurso educativo abierto a través del modelo del diseño universal para el aprendizaje teniendo en cuenta evaluación de competencias y las necesidades individuales de los estudiantes. Espacios 38(5), 3 (2017) Google ScholarChen, J., Tutwiler, M., Metcalf, S., Kamarainen, A., Grotzer, T., Dede, C.: A multi-user virtual environment to support students’ self-efficacy and interest in science: a latent growth model analysis. Learn. Instr. 41, 11–22 (2016) CrossRefGoogle ScholarGuerrero-Roldán, A., Noguera, I.: A model for aligning assessment with competences and learning activities in online courses. Internet High. 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Educ. 135, 1–14 (2019) CrossRefGoogle ScholarEvaluación de competenciasProceso de aprendizajeHerramientas pedagógicasAuto aprendizajeEducación virtualAmbiente virtualCompetences evaluationLearning processPedagogical toolsSelf-learningVirtual educationVirtual environmentAchievement of Generic and Professional Competencies Through Virtual EnvironmentsArtículos Científicoshttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAtribucióninfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-84334https://repository.ucc.edu.co/bitstreams/107f8ea4-f6e7-4df4-a840-1ce51c0009e4/download3bce4f7ab09dfc588f126e1e36e98a45MD52ORIGINALAchievement 1.pdfAchievement 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Achievement of Generic and Professional Competencies Through Virtual Environments

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