A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology
Virtual reality (VR) has proven to be a flexible tool used to simulate unusual scenarios, with the purpose of improving the training of future engineering professionals. Currently, a large number of articles referring to VR in education are published, so this review is necessary to give guidance to...
- Autores:
-
Vásquez-Carbonell, Mauricio
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/14129
- Acceso en línea:
- https://hdl.handle.net/11323/14129
https://repositorio.cuc.edu.co/
- Palabra clave:
- Engineering education
Funding importance
Leading nations
Literature review
Methodology
PRISMA
SLR
Students motivation
Virtual reality
VR problematics
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| title |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| spellingShingle |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology Engineering education Funding importance Leading nations Literature review Methodology PRISMA SLR Students motivation Virtual reality VR problematics |
| title_short |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| title_full |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| title_fullStr |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| title_full_unstemmed |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| title_sort |
A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodology |
| dc.creator.fl_str_mv |
Vásquez-Carbonell, Mauricio |
| dc.contributor.author.none.fl_str_mv |
Vásquez-Carbonell, Mauricio |
| dc.subject.proposal.eng.fl_str_mv |
Engineering education Funding importance Leading nations Literature review Methodology PRISMA SLR Students motivation Virtual reality VR problematics |
| topic |
Engineering education Funding importance Leading nations Literature review Methodology PRISMA SLR Students motivation Virtual reality VR problematics |
| description |
Virtual reality (VR) has proven to be a flexible tool used to simulate unusual scenarios, with the purpose of improving the training of future engineering professionals. Currently, a large number of articles referring to VR in education are published, so this review is necessary to give guidance to those researchers interested in the subject. In this review, 3 unknowns were resolved: 1) focusing areas of VR in engineering education 2) leading nations and 3) funding importance. 74 articles downloaded from the Web of Science database were reviewed using the PRISMA guide. It was found that VR is applied in a wide range of subjects focused on engineering in general. Taking a deeper look, computer science is the area that is receiving the most attention from VR. In addition, the United States is the country leading these investigations and the importance of financing is also seen in the present research. Finally, the lack of a common evaluative methodology was analyzed, as well as the problems of massification of VR and the impact of this technology on students motivation. |
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Vásquez-Carbonell, M. (2022). A Systematic Literature Review of Virtual Reality in Engineering Education: The Lack of a Common Evaluative Methodology. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-18. https://doi.org/10.4018/IJVPLE.307021 |
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1947-8518 |
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10.4018/IJVPLE.307021 |
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1947-8526 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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Vásquez-Carbonell, M. (2022). A Systematic Literature Review of Virtual Reality in Engineering Education: The Lack of a Common Evaluative Methodology. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-18. https://doi.org/10.4018/IJVPLE.307021 1947-8518 10.4018/IJVPLE.307021 1947-8526 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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International Journal of Virtual and Personal Learning Environments |
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Abichandani, P., McIntyre, W., Fligor, W., & Lobo, D. (2019). Solar Energy Education through a Cloud-Based Desktop Virtual Reality System. IEEE Access: Practical Innovations, Open Solutions, 7, 147081–147093. doi:10.1109/ACCESS.2019.2945700 Agliamzanov, R., Sit, M., & Demir, I. (2020). Hydrology@Home: A distributed volunteer computing framework for hydrological research and applications. Journal of Hydroinformatics, 22(2), 235–248. doi:10.2166/ hydro.2019.170 Anderson, G. O. (2018). Getting connected: Older Americans embrace technology to enhance their lives. Issue December. doi:10.26419/res.00210.001 Anderson, P. L., & Molloy, A. (2020). Maximizing the impact of virtual reality exposure therapy for anxiety disorders. Current Opinion in Psychology, 36, 153–157. doi:10.1016/j.copsyc.2020.10.001 PMID:33176268 Balali, V., Zalavadia, A., & Heydarian, A. (2020). Real-Time Interaction and Cost Estimating within Immersive Virtual Environments. Journal of Construction Engineering and Management, 146(2), 04019098. doi:10.1061/ (ASCE)CO.1943-7862.0001752 Biocca, F. (1992). Communication Within Virtual Reality: Creating a Space for Research. Journal of Communication, 42(4), 5–22. doi:10.1111/j.1460-2466.1992.tb00810.x Biocca, F. (1997). The Cyborg ’ s Dilemma : Progressive Embodiment in Virtual Environments. The Cyborg ’ s Dilemma : Progressive Embodiment in Virtual Environments. Second International Conference on Cognitive Technology, December, 1–29 Castro, W. P., Roca Sánchez, M. J., Pitti González, C. T., Bethencourt, J. M., De la Fuente Portero, J. A., & Marco, R. G. (2014). Cognitive-behavioral treatment and antidepressants combined with virtual reality exposure for patients with chronic agoraphobia. International Journal of Clinical and Health Psychology, 14(1), 9–17. doi:10.1016/S1697-2600(14)70032-8 Chen, X., Chen, H., Guo, S., Li, J., Zhang, J., & Li, Z. (2021). A virtual reality experiment system for an introductory computer hardware course. Computer Applications in Engineering Education, 29(6), 1702–1717. doi:10.1002/cae.22418 Cipresso, P., Giglioli, I. A. C., Raya, M. A., & Riva, G. (2018). The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature. Frontiers in Psychology, 9, 1–20. https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&lis t_uids=30459681&dopt=Abstract doi:10.3389/fpsyg.2018.02086 PMID:30459681 Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers and Education, 123, 53–64. 10.1016/j.compedu.2018.04.007 Cunha, C. R., Nunes, A., Fernandes, P. O., Bragada, J., Pires, L.,José, M., & Magalhães, P. (2022). Using Virtual Reality in the Development of an Index-Engine of Physical and Emotional Sustainability. Procedia Computer Science, 196, 426–433. doi:10.1016/j.procs.2021.12.032 D’Errico, M. (2021). Immersive Virtual Reality as an International Collaborative Space for Innovative Simulation Design. Clinical Simulation in Nursing, 54, 30–34. doi:10.1016/j.ecns.2021.01.005 David, R., Lemos, C., Daniela, M., Restrepo, C., Santiago, O., & Montaño, P. (2020). Enterprise architecture learning through virtual reality software prototype. Case Study. Revista Educación En Ingeniería, 15(30), 9–17. doi:10.26507/rei Dayarathna, V., Karam, S.,Jaradat, R. M., Hamilton, M., Dayarathna, V. L.,Jaradat, R., Hamilton, M. A., Nagahi, M.,Joshi, S., Ma,J., Ashour, O., & Driouche, B. (2020). Assessment of the Efficacy and Effectiveness of Virtual Reality Teaching Module: A Gender-Based Comparison SySML for TradeSpace System View project Proofs Assessment of the Efficacy and Effectiveness of Virtual Reality Teaching Module. International Journal of Engineering Education, 36(6), 1938–1955. https://www.researchgate.net/publication/344695372 de Regt, A., Barnes, S. J., & Plangger, K. (2020). The virtual reality value chain. Business Horizons, 63(6), 737–748. doi:10.1016/j.bushor.2020.08.002 Fedorko, G. (2021). Application possibilities of virtual reality in failure analysis of conveyor belts. Engineering Failure Analysis, 128, 105615. doi:10.1016/j.engfailanal.2021.105615 Flavián,C.,Ibáñez-Sánchez, S.,&Orús,C.(2019). The impact of virtual, augmented andmixed reality technologies on the customer experience. Journal of Business Research, 100, 547–560. 10.1016/j.jbusres.2018.10.050 Fourman, M. S., Ghaednia, H., Lans, A., Lloyd, S., Sweeney, A., Detels, K., Dijkstra, H., Oosterhoff, J. H. F., Ramsey, D. C., Do, S., & Schwab, J. H. (2021). Applications of augmented and virtual reality in spine surgery and education: A review. Seminars in Spine Surgery, 33(2), 100875. doi:10.1016/j.semss.2021.100875 Fransson, G., Holmberg,J., & Westelius, C. (2020). The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective. Education and Information Technologies, 25(4), 3383–3404. doi:10.1007/ s10639-020-10119-1 |
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Atribución 4.0 Internacional (CC BY 4.0)© 2022https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Vásquez-Carbonell, Mauriciovirtual::1106-12025-04-09T22:41:19Z2025-04-09T22:41:19Z2022Vásquez-Carbonell, M. (2022). A Systematic Literature Review of Virtual Reality in Engineering Education: The Lack of a Common Evaluative Methodology. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1), 1-18. https://doi.org/10.4018/IJVPLE.3070211947-8518https://hdl.handle.net/11323/1412910.4018/IJVPLE.3070211947-8526Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Virtual reality (VR) has proven to be a flexible tool used to simulate unusual scenarios, with the purpose of improving the training of future engineering professionals. Currently, a large number of articles referring to VR in education are published, so this review is necessary to give guidance to those researchers interested in the subject. In this review, 3 unknowns were resolved: 1) focusing areas of VR in engineering education 2) leading nations and 3) funding importance. 74 articles downloaded from the Web of Science database were reviewed using the PRISMA guide. It was found that VR is applied in a wide range of subjects focused on engineering in general. Taking a deeper look, computer science is the area that is receiving the most attention from VR. In addition, the United States is the country leading these investigations and the importance of financing is also seen in the present research. Finally, the lack of a common evaluative methodology was analyzed, as well as the problems of massification of VR and the impact of this technology on students motivation.18 páginasapplication/pdfengIGI Global PublishingUnited Stateshttps://www.igi-global.com/gateway/article/307021A systematic literature review of virtual reality in engineering education: the lack of a common evaluative methodologyArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85International Journal of Virtual and Personal Learning EnvironmentsAbichandani, P., McIntyre, W., Fligor, W., & Lobo, D. (2019). Solar Energy Education through a Cloud-Based Desktop Virtual Reality System. IEEE Access: Practical Innovations, Open Solutions, 7, 147081–147093. doi:10.1109/ACCESS.2019.2945700Agliamzanov, R., Sit, M., & Demir, I. (2020). Hydrology@Home: A distributed volunteer computing framework for hydrological research and applications. Journal of Hydroinformatics, 22(2), 235–248. doi:10.2166/ hydro.2019.170Anderson, G. O. (2018). Getting connected: Older Americans embrace technology to enhance their lives. Issue December. doi:10.26419/res.00210.001Anderson, P. L., & Molloy, A. (2020). Maximizing the impact of virtual reality exposure therapy for anxiety disorders. Current Opinion in Psychology, 36, 153–157. doi:10.1016/j.copsyc.2020.10.001 PMID:33176268Balali, V., Zalavadia, A., & Heydarian, A. (2020). Real-Time Interaction and Cost Estimating within Immersive Virtual Environments. Journal of Construction Engineering and Management, 146(2), 04019098. doi:10.1061/ (ASCE)CO.1943-7862.0001752Biocca, F. (1992). Communication Within Virtual Reality: Creating a Space for Research. Journal of Communication, 42(4), 5–22. doi:10.1111/j.1460-2466.1992.tb00810.xBiocca, F. (1997). The Cyborg ’ s Dilemma : Progressive Embodiment in Virtual Environments. The Cyborg ’ s Dilemma : Progressive Embodiment in Virtual Environments. Second International Conference on Cognitive Technology, December, 1–29Castro, W. P., Roca Sánchez, M. J., Pitti González, C. T., Bethencourt, J. M., De la Fuente Portero, J. A., & Marco, R. G. (2014). Cognitive-behavioral treatment and antidepressants combined with virtual reality exposure for patients with chronic agoraphobia. International Journal of Clinical and Health Psychology, 14(1), 9–17. doi:10.1016/S1697-2600(14)70032-8Chen, X., Chen, H., Guo, S., Li, J., Zhang, J., & Li, Z. (2021). A virtual reality experiment system for an introductory computer hardware course. Computer Applications in Engineering Education, 29(6), 1702–1717. doi:10.1002/cae.22418Cipresso, P., Giglioli, I. A. C., Raya, M. A., & Riva, G. (2018). The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature. Frontiers in Psychology, 9, 1–20. https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&lis t_uids=30459681&dopt=Abstract doi:10.3389/fpsyg.2018.02086 PMID:30459681Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers and Education, 123, 53–64. 10.1016/j.compedu.2018.04.007Cunha, C. R., Nunes, A., Fernandes, P. O., Bragada, J., Pires, L.,José, M., & Magalhães, P. (2022). Using Virtual Reality in the Development of an Index-Engine of Physical and Emotional Sustainability. Procedia Computer Science, 196, 426–433. doi:10.1016/j.procs.2021.12.032D’Errico, M. (2021). Immersive Virtual Reality as an International Collaborative Space for Innovative Simulation Design. Clinical Simulation in Nursing, 54, 30–34. doi:10.1016/j.ecns.2021.01.005David, R., Lemos, C., Daniela, M., Restrepo, C., Santiago, O., & Montaño, P. (2020). Enterprise architecture learning through virtual reality software prototype. Case Study. Revista Educación En Ingeniería, 15(30), 9–17. doi:10.26507/reiDayarathna, V., Karam, S.,Jaradat, R. M., Hamilton, M., Dayarathna, V. L.,Jaradat, R., Hamilton, M. A., Nagahi, M.,Joshi, S., Ma,J., Ashour, O., & Driouche, B. (2020). Assessment of the Efficacy and Effectiveness of Virtual Reality Teaching Module: A Gender-Based Comparison SySML for TradeSpace System View project Proofs Assessment of the Efficacy and Effectiveness of Virtual Reality Teaching Module. International Journal of Engineering Education, 36(6), 1938–1955. https://www.researchgate.net/publication/344695372de Regt, A., Barnes, S. J., & Plangger, K. (2020). The virtual reality value chain. Business Horizons, 63(6), 737–748. doi:10.1016/j.bushor.2020.08.002Fedorko, G. (2021). Application possibilities of virtual reality in failure analysis of conveyor belts. Engineering Failure Analysis, 128, 105615. doi:10.1016/j.engfailanal.2021.105615Flavián,C.,Ibáñez-Sánchez, S.,&Orús,C.(2019). The impact of virtual, augmented andmixed reality technologies on the customer experience. Journal of Business Research, 100, 547–560. 10.1016/j.jbusres.2018.10.050Fourman, M. S., Ghaednia, H., Lans, A., Lloyd, S., Sweeney, A., Detels, K., Dijkstra, H., Oosterhoff, J. H. F., Ramsey, D. C., Do, S., & Schwab, J. H. (2021). Applications of augmented and virtual reality in spine surgery and education: A review. Seminars in Spine Surgery, 33(2), 100875. doi:10.1016/j.semss.2021.100875Fransson, G., Holmberg,J., & Westelius, C. (2020). The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective. Education and Information Technologies, 25(4), 3383–3404. doi:10.1007/ s10639-020-10119-1181112Engineering educationFunding importanceLeading nationsLiterature reviewMethodologyPRISMASLRStudents motivationVirtual realityVR problematicsPublication86fd3c6e-6bc2-46c1-8197-038d61ac96b1virtual::1106-186fd3c6e-6bc2-46c1-8197-038d61ac96b1virtual::1106-10000-0002-3579-4280virtual::1106-1ORIGINALA Systematic Literature Review of Virtual Reality in Engineering Education The Lack of a Common Evaluative Methodology.pdfA Systematic Literature Review of Virtual Reality in Engineering Education The Lack of a Common Evaluative Methodology.pdfapplication/pdf236111https://repositorio.cuc.edu.co/bitstreams/6b131f3c-67a1-4b87-9385-daf84e9f50b2/downloaddff3f614bf3e04ca8a602f37f1483901MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.cuc.edu.co/bitstreams/1ea2bc5d-e3e1-4ea1-b144-8c7fb904d526/download73a5432e0b76442b22b026844140d683MD52TEXTA Systematic Literature Review of 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).</li>
      <li>Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.</li>
      <li>Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.</li>
          <li>Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
        </ol>
      </li>
      <li>Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.</li>
      <li>Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.</li>
      <li>Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.</li>
      <li>Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.</li>
      <li>Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.</li>
    </ol>
  </li>
  <br/>
</ol>
 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