Evaluating learnability in a 3D heritage tour
The implementation of 3D virtual reality (VR) environments to represent human culture and heritage has been growing during the last two decades as a result of information and communication technologies (ICT) development. Precisely, regarding virtual heritage development, some weaknesses have been de...
- Autores:
-
Zamora Musa, Ronald
Velez, Jeimy
Paez Logreira, Heyder David
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
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- Acceso en línea:
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https://repositorio.cuc.edu.co/
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- openAccess
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Evaluating learnability in a 3D heritage tour |
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Evaluating learnability in a 3D heritage tour |
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Evaluating learnability in a 3D heritage tour |
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Evaluating learnability in a 3D heritage tour |
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Evaluating learnability in a 3D heritage tour |
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Evaluating learnability in a 3D heritage tour |
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Evaluating learnability in a 3D heritage tour |
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Zamora Musa, Ronald Velez, Jeimy Paez Logreira, Heyder David |
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Zamora Musa, Ronald Velez, Jeimy Paez Logreira, Heyder David |
| description |
The implementation of 3D virtual reality (VR) environments to represent human culture and heritage has been growing during the last two decades as a result of information and communication technologies (ICT) development. Precisely, regarding virtual heritage development, some weaknesses have been detected such as ‘‘lifeless’’ environments lacking interaction, and research still under development on learning assessment. In this article, a VR environment is presented, through users taking a virtual tour visiting some elements of cultural heritage of the island of San Andrés, Colombia. In the tour, users participate in a 3D VR environment, answering questions and learning about the cultural heritage of the island. Also, the usability of the VR environment is assessed through SUMI (Software Usability Measurement Inventory) standard ISO9241-11 evaluating aspects such as usefulness and learnability. The results demonstrate that with the implementation of a VR environment about heritage, the users achieved optimum performance with an 80% average of correct answers and a high correlation between learning and the usability of the 3D VR environment. |
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2018 |
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© 2018 by the Massachusetts Institute of Technology |
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Zamora-Musa, R., Vélez, J. and Paez-Logreira, H. (2018). Evaluating Learnability in a 3D Heritage Tour. Presence: Teleoperators and Virtual Environments, 26(4), pp.366-377. Posted Online August 14, 2018 https://doi.org/10.1162/PRES_a_00305 |
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Zamora-Musa, R., Vélez, J. and Paez-Logreira, H. (2018). Evaluating Learnability in a 3D Heritage Tour. Presence: Teleoperators and Virtual Environments, 26(4), pp.366-377. Posted Online August 14, 2018 https://doi.org/10.1162/PRES_a_00305 1054-7460 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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Abu Bakar, J. (2012). Architectural heritage learning through virtual reality in museums. Kuala Lumpur: Kulliyyah of Architecture and Environmental Design, International Islamic University Malaysia. Abubakar, J., Jahnkassim, P., & Mahmud, M. (2015). Effects of interactive digital media on architectural heritage learning. Jurnal Teknologi, 78(2). Ahmad, N. S. H. N., Wan, T. R., & Jiang, P. (2011). Immersive environment courseware evaluation. Procedia—Social and Behavioral Sciences, 15, 1667–1676. Anderson, E., McLoughlin, L., Liarokapis, F., Peters, C., Petridis, P., & de Freitas, S. (2010). Developing serious games for cultural heritage: A state-of-the-art review. Virtual Reality, 14(4), 255–275. Arh, T., & Blazic, B. J. (2008). A case study of usability testing: The SUMI evaluation approach of the EducaNext portal. WSEAS Transactions on Information Science and Applications, 5(2), 175–181. Barbieri, L., Bruno, F., & Muzzupappa, M. (2017). Virtual museum system evaluation through user studies. Journal of Cultural Heritage, 26, 101–108. Bergamasco, M., Frisoli, A., & Barbagli, F. (2002). Haptics technologies and cultural heritage applications. IEEE Proceedings of the CA Conference, 2532. Bishop, J. (2009). Enhancing the understanding of genres of web-based communities: The role of the ecological cognition framework. International Journal of Web-Based Communities, 5(1), 4–17. Bonfigli, M. E., Cabri, G., Leonardi, L., & Zambonelli, F. (2004). Virtual visits to cultural heritage supported by webagents. Information and Software Technology, 46(3), 173–184. Bredl, K., Groß, A., Hu¨nniger, J., & Fleischer, J. (2012). The avatar as a knowledge worker? How immersive 3D virtual environments may foster knowledge acquisition. Electronic Journal of Knowledge Management, 10(1), 15–25. Bruno, F., Barbieri, L., Lagudi, A., Cozza, M., Cozza, A., Peluso, R., & Muzzupappa, M. (2017). Virtual dives into the underwater archaeological treasures of South Italy. Virtual Reality, 1–12. Bustillo, A., Alaguero, M., Miguel, I., Saiz, J., & Iglesias, L. (2015). A flexible platform for the creation of 3D semiimmersive environments to teach cultural heritage. Digital Applications in Archaeology and Cultural Heritage, 2(4), 248–259. Cai, Y., Chiew, R., Nay, Z., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 1–12. Carmo, M., & Cla´udio, A. (2013). 3D virtual exhibitions. DESIDOC Journal of Library & Information Technology, 33(3), 222–235. Carrozzino, M., & Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11(4), 452–458.Champion, E. (2015). Defining cultural agents for virtual heritage environments. Presence: Teleoperators and Virtual Environments, 24(3), 179–186. Champion, E. (2016). Entertaining the similarities and distinctions between serious games and virtual heritage projects. Entertainment Computing, 14, 67–74. Chassagne, P., Bou-Sad, E., Ceccotti, A., Jullien, J. F., & Togni, M. (2007). The contribution of numerical simulation for the diagnosis of the conservation of art objects. Journal of Cultural Heritage, 8(3), 215–222. Chen, J., Tutwiler, M., Metcalf, S., Kamarainen, A., Grotzer, T., & Dede, C. (2016). A multi-user virtual environment to support students’ self-efficacy and interest in science: A latent growth model analysis. Learning and Instruction, 41, 11–22. Ch’ng, E. (2009). Experiential archaeology: Is virtual time travel possible? Journal of Cultural Heritage, 10(4), 458–470. Ch’ng, E., Gaffney, V., & Chapman, H. (2013). Visual heritage in the digital age (Springer Series on Cultural Computing). Birmingham, UK: Springer. Comas-Gonzalez, Z., Echeverri-Ocampo, I., Zamora-Musa, R., Velez, J., Sarmiento, R., & Orellana, M. (2017). Tendencias recientes de la Educacio´n Virtual y su fuerte conexio´n con los Entornos Inmersivos. Espacios, 38(15), 4. Connolly, T., Boyle, E., MacArthur, E., Hainey, T., & Boyle, J. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. Debevc, M., Stjepanovic, Z., & Holzinger, A. (2014). Development and evaluation of an e-learning course for deaf and hard of hearing based on the advanced Adapted Pedagogical Index method. Interactive Learning Environments, 22(1), 35–50. Dindar, M., & Akbulut, Y. (2015). Role of self-efficacy and social appearance anxiety on gaming motivations of MMOFPS players. Computers & Education, 81, 26–34. Esmaeili, H., Woods, P., & Thwaites, H. (2014). Realisation of virtualised architectural heritage. International Conference on Virtual Systems & Multimedia, 94–101. Fabola, A., & Miller, A. (2016). Virtual reality for early education: A study. In C. Allison, L. Morgado, J. Pirker, D. Beck, J. Richter, and C. Gu¨tl (Eds.), Immersive Learning Research Network: Second International Conference (Communications in Computer and Information Science, Vol. 621, pp. 59–72). Cham, Switzerland: Springer. Firestorm Viewer. (2017). Retrieved from http://www .firestormviewer.org/ Garcı´a-Zubı´a, J. (2007). Advances on remote laboratories and e-learning experiences. Bilbao, Spain: Deusto Publicaciones. Gombault, A., Allal-Che´rif, O., & De´camps, A. (2016). ICT adoption in heritage organizations: Crossing the chasm. Journal of Business Research, 69(11), 5135–5140. Ijaz, K., Bogdanovych, A., & Trescak, T. (2016). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904–929. Jime´nez Ferna´ndez-Palacios, B., Nex, F., Rizzi, A., & Remondino, F. (2014). ARCube—The augmented reality cube for archaeology. Archaeometry, 57, 250–262. Kabassi, K. (2017). Evaluating websites of museums: State of the art. Journal of Cultural Heritage, 24, 184–196. Kapp, K. M., & O’Driscoll, T. (2010). Learning in 3D: Adding a new dimension to enterprise learning and collaboration. Hoboken, NJ: John Wiley & Sons. Karahoca, D. (2013). Meta-cognitive tool development for history teaching: Investigating how software usability affects student achievements. Journal of Universal Computer Science, 19(5), 619–638. Leavy, B. (2007). Digital songlines: Digitizing the arts, culture and heritage landscape of aboriginal Australia. Hershey, PA: IGI Global. Lee, K. M. (2004). Presence: Explicated. Communication Theory, 14(1), 27–50. Levesque, J., & Lelievre, E. (2011). Creation and communication in virtual worlds: Experimentations with OpenSim. Proceedings of Laval Virtual VRIC, 22–24. Lorenzo, C.-M., Sicilia, M. A., & Sanchez, S. (2012). Studying the effectiveness of multi-user immersive environments for collaborative evaluation tasks. Computers & Education, 59(4), 1361–1376. Malegiannaki, I., & Daradoumis, T. (2017). Analyzing the educational design, use and effect of spatial games for cultural heritage: A literature review. Computers & Education, 108, 1–10. Mansor, Z., Kasirun, Z. M., Yahya, S., & Arshad., N. H. (2012). The evaluation of webcost using software usability measurement inventory (SUMI). International Journal of Digital Information and Wireless Communications, 2(2), 97–201. Mayer, R., & Alexander, P. (2011). Handbook of research on learning and instruction. New York: Routledge. Michel, M., Helmick, N., & Mayron, L. (2011). Cognitive cyber situational awareness using virtual worlds. IEEE First International Multi-Disciplinary Cognitive Methods in Situation Awareness and Decision Support, 179–182. Mortara, M., Catalano, C., Bellotti, F., Fiucci, G., HouryPanchetti, M., & Petridis, P. (2014). Learning cultural heritage by serious games. Journal of Cultural Heritage, 15(3), 318–325. Nicolas, T., Gaugne, R., Tavernier, C., Petit, Q., Gouranton, V., & Arnaldi, B. (2015). Touching and interacting with inaccessible cultural heritage. Presence: Teleoperators and Virtual Environments, 24(3), 265–277. Nowak, K. (2001). Defining and differentiating copresence, social presence and presence as transportation. Presence 2001 Conference, Philadelphia, PA. Nye, B. D., & Silverman, B. G. (2013). Social learning and adoption of new behavior in a virtual agent society. Presence: Teleoperators and Virtual Environments, 22(2), 110–140. Opesimulator (2017). Retrieved from http://opensimulator.org Ott, M., & Pozzi, F. (2011). Towards a new era for cultural heritage education: Discussing the role of ICT. Computers in Human Behavior, 27(4), 1365–1371. Pallud, J. (2017). Impact of interactive technologies on stimulating learning experiences in a museum. Information & Management, 54(4), 465–478. Pujol Tost, L., & Economou, M. (2006). Evaluating the social context of ICT applications in museum exhibitions. International Symposium on Virtual Reality, Archaeology and Intelligent Cultural Heritage (VAST 2006). Nicosia, Cyprus, pp. 219–228. Rodriguez-Echavarria, K., Morris, D., Moore, C., Arnold, D., Glauert, J., & Jennings, V. (2007). Developing effective interfaces for cultural heritage 3D immersive environments. Proceedings of the 8th International Conference on Virtual Reality, Archaeology and Intelligent Cultural Heritage, 93–99. Roussou, M. (2005). Can interactivity in virtual environments enable conceptual learning? Paper presented at the First International VR-Learning Seminar, 7th Virtual Reality International Conference, Laval, France. Second Life. (2017). Retrieved from http://www.secondlife .com Singularity Viewer. (2017). Retrieved from http://www .singularityviewer.org/ Statgraphics Plus 5.1, StatgraphicsTM net, Copyright 1994– 2000. Statistical Graphics Corporation. Stefan, L. (2012). Immersive collaborative environments for teaching and learning traditional design. 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Challenges for ICT/UCT applications and cultural heritage. Digithum: ICT and Heritage, 3–22. Vosinakis, S., Koutsabasis, P., Makris, D., & Sagia, E. (2016). A kinesthetic approach to digital heritage using leap motion: The Cycladic Sculpture application. VS-Games 2016: 8th International Conference on Virtual Worlds and Games for Serious Applications, 1–8. Waltman, L., van Eck, N., & Noyons, E. (2010). A unified approach to mapping and clustering of bibliometric networks. Journal of Informetrics, 4(4), 629–635. Zamora-Musa, R., and Villa, J. (2013). Estudio de la alternativa de ambientes virtuales colaborativos como herramienta de apoyo a laboratorios tele-operados en ingenierı´a. World Engineering Education Forum. Cartagena, Colombia: Acofi. Zamora-Musa, R., Ve´lez, J., & Villa, J. (2016). Contributions of collaborative and immersive environments in development of a remote access laboratory: From point of view of effectiveness in learning. In F. Mendes, R. de Souza, & A. Sandro (Eds.), Handbook of research on 3-D virtual environments and hypermedia for ubiquitous learning, 1st ed. (pp. 1–28). Hershey, PA: IGI Global. Zhang, Y., Dang, Y., Brown, S., & Chen, H. (2017). Investigating the impacts of avatar gender, avatar age, and region theme on avatar physical activity in the virtual world. Computers in Human Behavior, 68, 378–387. Zhou, X., Zhou, X., Kobashi, K., & Sugihara, K. (2016). Development of history learning support system: 3D virtual reconstruction and visualization of ancient Japanese architectures. 2016 11th International Conference on Computer Science & Education, 317–320. |
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Zamora Musa, RonaldVelez, JeimyPaez Logreira, Heyder David2018-11-23T21:53:48Z2018-11-23T21:53:48Z© 2018 by the Massachusetts Institute of Technology2018Zamora-Musa, R., Vélez, J. and Paez-Logreira, H. (2018). Evaluating Learnability in a 3D Heritage Tour. Presence: Teleoperators and Virtual Environments, 26(4), pp.366-377. Posted Online August 14, 2018 https://doi.org/10.1162/PRES_a_003051054-7460https://hdl.handle.net/11323/1787Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The implementation of 3D virtual reality (VR) environments to represent human culture and heritage has been growing during the last two decades as a result of information and communication technologies (ICT) development. Precisely, regarding virtual heritage development, some weaknesses have been detected such as ‘‘lifeless’’ environments lacking interaction, and research still under development on learning assessment. In this article, a VR environment is presented, through users taking a virtual tour visiting some elements of cultural heritage of the island of San Andrés, Colombia. In the tour, users participate in a 3D VR environment, answering questions and learning about the cultural heritage of the island. Also, the usability of the VR environment is assessed through SUMI (Software Usability Measurement Inventory) standard ISO9241-11 evaluating aspects such as usefulness and learnability. The results demonstrate that with the implementation of a VR environment about heritage, the users achieved optimum performance with an 80% average of correct answers and a high correlation between learning and the usability of the 3D VR environment.Zamora Musa, Ronald-0000-0003-4949-4438-600Velez, Jeimy-0a3e1d27-25f6-41d7-a09d-f36f69e8d219-0Paez Logreira, Heyder David-6e22812a-68c6-4073-b618-fb104a80ebaf-0engPresence: Teleoperators and Virtual Environmentshttps://www.mitpressjournals.org/Abu Bakar, J. (2012). Architectural heritage learning through virtual reality in museums. Kuala Lumpur: Kulliyyah of Architecture and Environmental Design, International Islamic University Malaysia. Abubakar, J., Jahnkassim, P., & Mahmud, M. (2015). Effects of interactive digital media on architectural heritage learning. Jurnal Teknologi, 78(2). Ahmad, N. S. H. N., Wan, T. R., & Jiang, P. (2011). Immersive environment courseware evaluation. Procedia—Social and Behavioral Sciences, 15, 1667–1676. Anderson, E., McLoughlin, L., Liarokapis, F., Peters, C., Petridis, P., & de Freitas, S. (2010). Developing serious games for cultural heritage: A state-of-the-art review. Virtual Reality, 14(4), 255–275. Arh, T., & Blazic, B. J. (2008). A case study of usability testing: The SUMI evaluation approach of the EducaNext portal. WSEAS Transactions on Information Science and Applications, 5(2), 175–181. Barbieri, L., Bruno, F., & Muzzupappa, M. (2017). Virtual museum system evaluation through user studies. Journal of Cultural Heritage, 26, 101–108. Bergamasco, M., Frisoli, A., & Barbagli, F. (2002). Haptics technologies and cultural heritage applications. IEEE Proceedings of the CA Conference, 2532. Bishop, J. (2009). Enhancing the understanding of genres of web-based communities: The role of the ecological cognition framework. International Journal of Web-Based Communities, 5(1), 4–17. Bonfigli, M. E., Cabri, G., Leonardi, L., & Zambonelli, F. (2004). Virtual visits to cultural heritage supported by webagents. Information and Software Technology, 46(3), 173–184. Bredl, K., Groß, A., Hu¨nniger, J., & Fleischer, J. (2012). The avatar as a knowledge worker? How immersive 3D virtual environments may foster knowledge acquisition. Electronic Journal of Knowledge Management, 10(1), 15–25. Bruno, F., Barbieri, L., Lagudi, A., Cozza, M., Cozza, A., Peluso, R., & Muzzupappa, M. (2017). Virtual dives into the underwater archaeological treasures of South Italy. Virtual Reality, 1–12. Bustillo, A., Alaguero, M., Miguel, I., Saiz, J., & Iglesias, L. (2015). A flexible platform for the creation of 3D semiimmersive environments to teach cultural heritage. Digital Applications in Archaeology and Cultural Heritage, 2(4), 248–259. Cai, Y., Chiew, R., Nay, Z., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 1–12. Carmo, M., & Cla´udio, A. (2013). 3D virtual exhibitions. DESIDOC Journal of Library & Information Technology, 33(3), 222–235. Carrozzino, M., & Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11(4), 452–458.Champion, E. (2015). Defining cultural agents for virtual heritage environments. Presence: Teleoperators and Virtual Environments, 24(3), 179–186. Champion, E. (2016). Entertaining the similarities and distinctions between serious games and virtual heritage projects. Entertainment Computing, 14, 67–74. Chassagne, P., Bou-Sad, E., Ceccotti, A., Jullien, J. F., & Togni, M. (2007). The contribution of numerical simulation for the diagnosis of the conservation of art objects. Journal of Cultural Heritage, 8(3), 215–222. Chen, J., Tutwiler, M., Metcalf, S., Kamarainen, A., Grotzer, T., & Dede, C. (2016). A multi-user virtual environment to support students’ self-efficacy and interest in science: A latent growth model analysis. Learning and Instruction, 41, 11–22. Ch’ng, E. (2009). Experiential archaeology: Is virtual time travel possible? Journal of Cultural Heritage, 10(4), 458–470. Ch’ng, E., Gaffney, V., & Chapman, H. (2013). Visual heritage in the digital age (Springer Series on Cultural Computing). Birmingham, UK: Springer. Comas-Gonzalez, Z., Echeverri-Ocampo, I., Zamora-Musa, R., Velez, J., Sarmiento, R., & Orellana, M. (2017). Tendencias recientes de la Educacio´n Virtual y su fuerte conexio´n con los Entornos Inmersivos. Espacios, 38(15), 4. Connolly, T., Boyle, E., MacArthur, E., Hainey, T., & Boyle, J. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. Debevc, M., Stjepanovic, Z., & Holzinger, A. (2014). Development and evaluation of an e-learning course for deaf and hard of hearing based on the advanced Adapted Pedagogical Index method. Interactive Learning Environments, 22(1), 35–50. Dindar, M., & Akbulut, Y. (2015). Role of self-efficacy and social appearance anxiety on gaming motivations of MMOFPS players. Computers & Education, 81, 26–34. Esmaeili, H., Woods, P., & Thwaites, H. (2014). Realisation of virtualised architectural heritage. International Conference on Virtual Systems & Multimedia, 94–101. Fabola, A., & Miller, A. (2016). Virtual reality for early education: A study. In C. Allison, L. Morgado, J. Pirker, D. Beck, J. Richter, and C. Gu¨tl (Eds.), Immersive Learning Research Network: Second International Conference (Communications in Computer and Information Science, Vol. 621, pp. 59–72). Cham, Switzerland: Springer. Firestorm Viewer. (2017). Retrieved from http://www .firestormviewer.org/ Garcı´a-Zubı´a, J. (2007). Advances on remote laboratories and e-learning experiences. Bilbao, Spain: Deusto Publicaciones. Gombault, A., Allal-Che´rif, O., & De´camps, A. (2016). ICT adoption in heritage organizations: Crossing the chasm. Journal of Business Research, 69(11), 5135–5140. Ijaz, K., Bogdanovych, A., & Trescak, T. (2016). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904–929. Jime´nez Ferna´ndez-Palacios, B., Nex, F., Rizzi, A., & Remondino, F. (2014). ARCube—The augmented reality cube for archaeology. Archaeometry, 57, 250–262. Kabassi, K. (2017). Evaluating websites of museums: State of the art. Journal of Cultural Heritage, 24, 184–196. Kapp, K. 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Development of history learning support system: 3D virtual reconstruction and visualization of ancient Japanese architectures. 2016 11th International Conference on Computer Science & Education, 317–320.Atribución – No comercial – Compartir igualinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Evaluating learnability in a 3D heritage tourArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-81748https://repositorio.cuc.edu.co/bitstreams/d4200049-cd1b-4c5b-ba89-e2fee3d3585c/download8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALEvaluating Learnability in a 3D Heritage Tour-Zamora-Musa-2018.pdfEvaluating Learnability in a 3D Heritage Tour-Zamora-Musa-2018.pdfapplication/pdf398572https://repositorio.cuc.edu.co/bitstreams/5d6e8d47-20e2-4a6f-a4b0-ddfc8e14dd12/download62d07d10873a44a3cb1abb5bc52157c5MD53THUMBNAILEvaluating Learnability in a 3D Heritage Tour-Zamora-Musa-2018.pdf.jpgEvaluating Learnability in a 3D Heritage Tour-Zamora-Musa-2018.pdf.jpgimage/jpeg52536https://repositorio.cuc.edu.co/bitstreams/39f85006-3c38-4492-8d66-b1bc15bb7799/download91b6c41257fbf94683ba73ab4de3cbdbMD55TEXTEvaluating Learnability in a 3D Heritage Tour-Zamora-Musa-2018.pdf.txtEvaluating Learnability in a 3D Heritage Tour-Zamora-Musa-2018.pdf.txttext/plain44504https://repositorio.cuc.edu.co/bitstreams/30f2322c-c4e7-4aa1-b95c-f3923dd7e969/download7c5b59f8994fbf6cf5e82eed77ba618dMD5611323/1787oai:repositorio.cuc.edu.co:11323/17872024-09-17 11:03:07.696open.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.coTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo= |