Achievement of generic and profesional 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 ANDRES
Sánchez, Carlos A.
Hill-Pastor, Laura

Tipo de recurso:: http://purl.org/coar/resource_type/c_816b

Fecha de publicación:: 2021

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: eng

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network_name_str	REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv	Achievement of generic and profesional competencies through virtual environments
title	Achievement of generic and profesional competencies through virtual environments
spellingShingle	Achievement of generic and profesional competencies through virtual environments Virtual education Virtual environment Pedagogical tools Learning process Self-learning Competences evaluation
title_short	Achievement of generic and profesional competencies through virtual environments
title_full	Achievement of generic and profesional competencies through virtual environments
title_fullStr	Achievement of generic and profesional competencies through virtual environments
title_full_unstemmed	Achievement of generic and profesional competencies through virtual environments
title_sort	Achievement of generic and profesional competencies through virtual environments
dc.creator.fl_str_mv	Comas Gonzalez, Zhoe Zamora-Musa, Ronald Rodelo Soto, Orlando COLLAZOS MORALES, CARLOS ANDRES Sánchez, Carlos A. Hill-Pastor, Laura
dc.contributor.author.spa.fl_str_mv	Comas Gonzalez, Zhoe Zamora-Musa, Ronald Rodelo Soto, Orlando COLLAZOS MORALES, CARLOS ANDRES Sánchez, Carlos A. Hill-Pastor, Laura
dc.subject.spa.fl_str_mv	Virtual education Virtual environment Pedagogical tools Learning process Self-learning Competences evaluation
topic	Virtual education Virtual environment Pedagogical tools Learning process Self-learning Competences evaluation
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	2021-05-13T22:27:43Z
dc.date.available.none.fl_str_mv	2021-05-13T22:27:43Z
dc.date.issued.none.fl_str_mv	2021-02-06
dc.type.spa.fl_str_mv	Pre-Publicación
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_816b
dc.type.content.spa.fl_str_mv	Text
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/preprint
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dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/acceptedVersion
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dc.identifier.issn.spa.fl_str_mv	0302-9743 1611-3349
dc.identifier.uri.spa.fl_str_mv	https://hdl.handle.net/11323/8260
dc.identifier.doi.spa.fl_str_mv	https://doi.org/10.1007/978-3-030-68452-5_41
dc.identifier.instname.spa.fl_str_mv	Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv	REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv	https://repositorio.cuc.edu.co/
identifier_str_mv	0302-9743 1611-3349 Corporación Universidad de la Costa REDICUC - Repositorio CUC
url	https://hdl.handle.net/11323/8260 https://doi.org/10.1007/978-3-030-68452-5_41 https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv	eng
language	eng
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 2. 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 3. 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.2015.06.010CrossRefGoogle Scholar 4. 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 5. 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_3CrossRefGoogle Scholar 6. 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_10CrossRefGoogle Scholar 7. 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 8. 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 9. 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 10. 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 11. 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.2018.11.039CrossRefGoogle Scholar 12. Cabero-Almenara, J., Fernández-Batanero, J., Barroso-Osuna, J.: Adoption of augmented reality technology by university students. Heliyon 5(5), e01597 (2019)CrossRefGoogle Scholar 13. 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.e01235CrossRefGoogle Scholar 14. 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.e01052CrossRefGoogle Scholar 15. 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 16. 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 17. 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 18. 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.2016.03.010CrossRefGoogle Scholar 19. 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 20. Shen, J., Eder, L.B.: Intentions to use virtual worlds for education. J. Inf. Syst. Educ. 20(2), 225 (2009)Google Scholar 21. 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 22. 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.2015.07.003CrossRefGoogle Scholar 23. 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.2016.2589719CrossRefGoogle Scholar 24. 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.2018.05.004CrossRefGoogle Scholar 25. 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 26. 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 27. 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.2018.04.005CrossRefGoogle Scholar 28. 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.2017.08.023CrossRefGoogle Scholar 29. 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 30. 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.2013.059498CrossRefGoogle Scholar 31. 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 32. 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 33. 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 34. Hernández, R., Fernández, C., Baptista, P.: Metodología de la investigación. J. Chem. Inform. Model. 53 (2014). https://doi.org/10.1017/CBO9781107415324.004 35. 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 36. 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 37. 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 38. Valverde, J., Ciudad, A.: El uso de e-rúbricas para la evaluación de competencias en estudiantes universitarios. Redu Revista de Docencia Universitaria 12(1), 49–79 (2014)Google Scholar 39. Banerjee, S., Rao, N.J., Ramanathan, C.: Rubrics for assessment item difficulty in engineering courses. In: Proceedings - Frontiers in Education Conference, FIE, (2014)Google Scholar 40. Kim, G., Lui, S.M.: Impacts of multiple color nominal coding on usefulness of graph reading tasks. In: Proceeding - 5th International Conference on Computer Sciences and Convergence Information Technology, ICCIT 2010, pp. 457–463 (2010). https://doi.org/10.1109/ICCIT.2010.5711101 41. Zhao, H., Sun, B., Wu, H., Hu, X.: Study on building a 3D interactive virtual learning environment based on OpenSim platform. In: 2010 International Conference on Audio Language and Image Processing (ICALIP), pp. 1407–1411 (2010)Google Scholar 42. Sitaram, D., et al.: OpenSim: a simulator of openstack services. In: Proceedings - Asia Modelling Symposium 2014: 8th Asia International Conference on Mathematical Modelling and Computer Simulation, AMS Taipei: IEEE 2014, pp. 90–96 (2014). https://doi.org/10.1109/AMS.2014.28 43. OpenSimulator (2020). http://opensimulator.org
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spelling	Comas Gonzalez, ZhoeZamora-Musa, RonaldRodelo Soto, OrlandoCOLLAZOS MORALES, CARLOS ANDRESSánchez, Carlos A.Hill-Pastor, Laura2021-05-13T22:27:43Z2021-05-13T22:27:43Z2021-02-060302-97431611-3349https://hdl.handle.net/11323/8260https://doi.org/10.1007/978-3-030-68452-5_41Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/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.Comas Gonzalez, Zhoe-will be generated-orcid-0000-0001-7151-5245-600Zamora-Musa, Ronald-will be generated-orcid-0000-0003-4949-4438-600Rodelo Soto, OrlandoCOLLAZOS MORALES, CARLOS ANDRES-will be generated-orcid-0000-0002-1996-1384-600Sánchez, Carlos A.Hill-Pastor, Lauraapplication/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Lecture Notes in Computer Sciencehttps://link.springer.com/chapter/10.1007%2F978-3-030-68452-5_41Virtual educationVirtual environmentPedagogical toolsLearning processSelf-learningCompetences evaluationAchievement of generic and profesional competencies through virtual environmentsPre-Publicaciónhttp://purl.org/coar/resource_type/c_816bTextinfo:eu-repo/semantics/preprinthttp://purl.org/redcol/resource_type/ARTOTRinfo:eu-repo/semantics/acceptedVersion1. 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 Scholar2. 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.2017.09.0143. 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.2015.06.010CrossRefGoogle Scholar4. 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_425. 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_3CrossRefGoogle Scholar6. 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_10CrossRefGoogle Scholar7. 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_188. 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 Scholar9. 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.2015.2410. 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.pdf11. 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.2018.11.039CrossRefGoogle Scholar12. Cabero-Almenara, J., Fernández-Batanero, J., Barroso-Osuna, J.: Adoption of augmented reality technology by university students. Heliyon 5(5), e01597 (2019)CrossRefGoogle Scholar13. 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.e01235CrossRefGoogle Scholar14. 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.e01052CrossRefGoogle Scholar15. 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 Scholar16. 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 Scholar17. 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_0030518. 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.2016.03.010CrossRefGoogle Scholar19. 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.v6i4.131220. Shen, J., Eder, L.B.: Intentions to use virtual worlds for education. J. Inf. Syst. Educ. 20(2), 225 (2009)Google Scholar21. 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.1467-8535.2009.0093822. 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.2015.07.003CrossRefGoogle Scholar23. 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.2016.2589719CrossRefGoogle Scholar24. Bawa, P., Lee Watson, S., Watson, W.: Motivation is a game: massively multiplayer online games as agents of motivation in higher education. Comput. 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Achievement of generic and profesional competencies through virtual environments

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