MAR 2018

VR

AR

Augmented and Virtual Reality Join the conversation on our social networks

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Watch our new videos in the EduMedia section https://Observatory.itesm.mx/edumedia Table of 4 Introduction contents 6 Definition: What are AR and VR? 8 AR and VR Timeline

12 Role of the teacher

13 Pedagogical principles of AR and VR

15 Assessment

16 Benefits

17 Relevance for Tecnológico de Monterrey

18 Relevant cases at Tecnológico de Monterrey

24 Relevant cases at other institutions

26 New trends

27 A critical look

28 Challenges

30 Recommended actions for teachers

32 Recommended actions for academic leaders Introduction

This Edu Trends o ers a broad overview of the role Augmented Reality and Virtual Reality play in the international educational arena. The adoption and integration of these technologies translate into endless possibilities for innovation in our teaching practice, as we will see in this report. The need to understand and explain how we can interact in a real space and a virtual space is nothing new. Paul Milgram and Fumio Kishino (1994) coined the term Virtuality Continuum, where they explain the concept Before taking a closer look at what we now call of mixed reality, which is the interaction between a real Augmented Reality and Virtual Reality, it is important to environment and a virtual environment at di erent levels. mention that there are diverse immersive technologies that o er di erent ways of combining the digital world The use of the concepts of Augmented Reality and Virtual with reality at several levels of immersion. In fact, Reality is becoming increasingly common in the field of keeping track of all the terms that describe immersive education, as can be seen in the prestigious Horizon Report technological experience can be quite complex, (Johnson et al., 2016), which describes the most relevant since there is such a wide variety of options. global educational trends for the near future. This report indicated that both technologies will be key components We will briefly explore the possibilities o ered by in the future of education, growing exponentially over immersive technologies, starting with the 360-degree three years. video we can obtain with a video camera, which captures everything that is happening around us, providing In 2016, Augmented Reality (AR) was no longer a trendy excellent material to be used on a virtual reality platform. term used by technology geeks but became part of In turn, virtual reality is a totally immersive experience everyday conversations across the planet. The Pokémon that presents a completely new world around us which Go game application converted green areas, plazas and can be accessed using special goggles, visors or headsets. shopping centers in large cities into theme parks where people could play and connect with other players Augmented reality is a technology that overlays (Marín, 2016). computer-generated images onto a view of the real world. It requires the use of a mobile device, such as In the same year, large technology companies launched a smartphone, tablet, goggles or visors. Meanwhile, on the market their Virtual Reality (VR) devices: Facebook mixed reality is a sub-category of augmented reality that redesigned the Oculus Ri¬ headset, Google opted for integrates 3D imagery into your view of the environment Daydream as the VR platform for smartphones and Sony (Pixvana, 2017). launched the VR PlayStation with VR goggles.

As can be seen, there is a wide variety of immersive Even though the implementation of these trends is very technologies or “realities”. The recently introduced recent within the educational system, their positive e ects concept of Extended Reality (XR) is an umbrella term that on learning have already been established. However, this encapsulates augmented reality (AR), virtual reality (VR), is still in the exploratory stage and there are more doubts mixed reality (MR) and any others that might emerge with than certainties. How are AR and VR being applied in technological advancements related to the same concept education? What are the implications of these resources (Qualcomm Technologies, Inc., 2017). for the way an educator teaches? What impact do they have on learning and how can it be assessed? What are the challenges of making them fundamental resources in education? Giving simple answers to these questions is the objective of this Edu Trends.

Observatory Page 4 of Educational Tecnológico Innovation de Monterrey Target audience What can be found on this Edu Trends?

• Faculty in general who wish to narrow the digital gap • A brief history of the recent evolution of AR and VR. with their students through the use of technological • A proposal for defining and di erentiating both concepts. resources that motivate them and foster meaningful • Recommendations for constructing a pedagogy based learning. on these resources: the role of the professor, teaching • Online course designers and instructors, seeking learning techniques and assessment strategies. resources and models mediated by technology. • Cases of the application of AR and VR at Tec de Monterrey. • Entrepreneurs in the educational innovation sector. • Cases of the application of AR and VR at di erent • Digital educational resource developers. universities worldwide and for diverse academic areas. • Educational publishers and organizations who are • Critical assessment of the main benefits and challenges exploring the potential of AR and VR as learning resources. of AR and VR in education. • Anyone interested in technological and pedagogical • Predictions about the future of AR and VR. transformations that play a leading role in the present and break new ground for the future of education.

Observatory of Educational Tecnológico Page 5 Innovation de Monterrey Definition of Key terms What is the difference between AR and VR?

Augmented Virtual Reality Reality A technology that AR Entails immersion in VR adds digital information the digital simulation to physical elements in the of a world in which users environment, real images or objects can manipulate objects and captured through a mobile device. interact with the environment.

Mixed Reality Internet A combination of AR of things MR and VR: users perceive the IoT A set of objects with real environment surrounding sensors or chips them (through goggles, for that interact with example) on which a digital the real world. environment is projected.

Observatory Page 6 of Educational Tecnológico Innovation de Monterrey Table 1. Comparison of the definitions of AR, VR, MR and IT

MR IoT Criterion AR VR

User interaction High Low Medium Low with natural reality Interaction is with Users are isolated The real world serves Users are consumers the real world based from reality and as a scenario for of the information on the digital submerged by projecting virtual or performance information added means of a device reality, in which of things to the same in a fully digital users are immersed sensorial universe by means of a device

Level of Medium High High Low immersion in a Depends on the Implies a complete The real world is Users are in real digital experience digital density immersion in a fully replaced by a environments, added to reality digitalized parallel sensorial experience although they reality immersed in a virtual can connect with world objects in the cloud

Emblematic Apps in Sensorial headsets Goggles that Refrigerator with device Smart Phones (e.g. Oculus Ri ) project digital the capacity to Equipped with AR information on oer information (e.g. Pokémon Go) a real environment on food expiry (e.g. HoloLens) date or recommend recipes

Representative Google Facebook Microso Cisco company in the development of the technology

Development In expansive Readjustment, a er In experimental Immediate phase exploration the initial bubble revolution commercial boom

Augmented Reality is flourishing in productive and industrial environments. This technology has proven to be a highly “e ective technique for transferring procedural knowledge. This makes it an invaluable aid for repair or maintenance training processes”. Eduardo González Mendívil

Observatory of Educational Tecnológico Page 7 Innovation de Monterrey AR Timeline

RECENT ARCHAEOLOGY

Literary background: Frank Baum, the children’s author 1901 (Wizard of Oz) publishes The Master Key, in which the protagonist is a little boy who, with his glasses, can see people’s moral qualities.

Background: 1957 Morton Heilig creates the Sensorama prototype, a machine that adds sensorial experiences (sound, 3D images, aromas, air) for moviegoers.

First device: 1968 Ivan Sutherland invents the HMD, a device that projects geometric graphics onto the surrounding environment.

Origin of the term: 1990 The term is coined by Tom Caudell, an engineer at Boeing, who developed some goggles that project wiring plans, as a virtual guide, to train the aerospace company’s electricians.

Observatory Page 8 of Educational Tecnológico Innovation de Monterrey KEY DEVICES AND APPLICATIONS (21st c.)

ARQuake 2000 First videogame device with AR.

AR Wikitude 2008 AR device with geolocation.

ARToolkit 2009 Open-source platform for generating AR content.

2012 Glass Google AR goggles.

Proyecto Tango 2015 3D AR technology for smartphones.

2016 Launch of Lenovo Phab Pro (Google) First AR-enabled mobile device.

Niantic launches Pokémon Go.

Launch of Neuralink 2017 Elon Musk’s project to connect AR in the human brain.

Observatory of Educational Tecnológico Page 9 Innovation de Monterrey VR Timeline

RECENT ARCHAEOLOGY

Background: 1840 The stereoscope, invented by Charles Wheatstone, consisted of binoculars which, through a set of mirrors and two photographs of the same scene, created a basic impression of three-dimensionality.

First device: 1929 For the first time, the Link Trainer is used to provide virtual training for US military pilots.

Literary background: 1935 In his novel “Pygmalion’s Spectacles”, science fiction writer, Stanley G. Weinbaum, describes a pair of goggles that enabled holograms of human experiences, including smell and touch.

Origin of the term: Ivan Sutherland defines the concept 1965 in a newspaper article with the title “The Ultimate Display”, although it was Jaron Lanier who popularized the term.

Observatory Page 10 of Educational Tecnológico Innovation de Monterrey KEY DEVICES AND APPLICATIONS

Stereographics creates the first 1980 virtual vision goggles.

Thomas Zimmerman creates the data glove 1982 to control virtual instruments by hand.

CAVE 1991 The first immersive VR room.

Virtuality The first multi-user VR videogame.

HoloLens 2015 Microso goggles that combine VR and AR.

Oculus Ri 2016 The mass-market VR headset financed by Facebook.

Daydream Google’s VR platform.

PlayStation VR First game console mass-market VR headset.

Observatory of Educational Tecnológico Page 11 Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced CREATORADVISORTRANSMITTER who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. MENTOREXPLORERdESIGNER functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. INNOVATORTHINKER [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control Role of the teacher enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The Both AR and VR imply powerful sources of knowledge and learning environments that, simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the inevitably, displace the teacher as the protagonist in education. warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows Will the growing digitalization of learning content and resources leave millions of teachers out of work? Actually, the [email protected] This laboratory allows students to view and observe the this technology, based on my experience I can confirm that the virtual environment to exchange data with a PLC implementation of these resources in education requires the participation of professionals who will guide the development Professor Yéssica Betzabe Contreras Fuentes behavior of diverse actuators and sensors and then is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) of applications, design learning experiences, advise students in their interaction with these objects, and, finally, evaluate [email protected] program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication and provide feedback on learning outcomes. Therefore, it requires teachers to take on roles other than those implemented Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, in a conventional lecture, including, in particular, the following: more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that Creator of digital learning resources, in Explorer and curator of resources, to find of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. collaboration with digital production specialists and filter the best resources available in the market Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. (programmers, editors, designers, animators, etc.). for specific learning purposes and provide them attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process to the student. control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López Advisor in pedagogical matters, to solve learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] students’ doubts and problems regarding instructional designer, to build transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory Designer, the diversity of practical activities that can be developed. Cuernavaca interaction with resources. stimulating learning activities using AR and VR. journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate and builder of knowledge, to develop emerging educational Transmitter Innovator, the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into to o er a broader information framework (theory) possibilities for these technologies, forming new through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal applied to activities with AR or VR. learning practices. understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out to guide, encourage, accompany critical thinker to advise on the risks Mentor, Thinker, students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, and challenge students in their use of technology. of knowledge commercialization, drive collaboration, of special equipment, such as: visors, the app on their cell joaquí[email protected] promote ethical principles in actions, or connect very phone and headsets. di erent fields of knowledge. León

Observatory of Educational Tecnológico Innovation de Monterrey Page 12

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced Pedagogical principles who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of of AR and VR academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. The sensorial spectacularity of AR and VR does not, in itself, generate learning. functions with this application; and 82% consider that it teachers as the main promoters of this technology. For this to happen, within an educational system, the technological resources must has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to be part of an activity whose design is the responsibility of the educator. How can we Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. make the most of these resources? What pedagogical principles can guide the e orts [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); of those who lead this learning experience? education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that Emergent pedagogies are “the set of pedagogical of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. On the one hand, AR and VR are oen used as specific approaches and ideas that emerge from the use of Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets ICT in education and endeavor to take advantage of makes it possible to view their components and structure. resources for traditional instructional practices (Hanson attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González and Shelton, 2008). The main value of AR and VR in these all their communication, information, collaborative, With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey cases is to increase students’ motivation and enrich the interactive, creative and innovative potential within changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero a framework of a new learning culture” (Adell and Ing. Jorge Alberto González López learning resources. learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] Castañeda, 2013: p. 15). transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca However, from a contemporary sociocultural perspective, journey inside the cell and its components. Students experience an active, visual learning and the current technological revolution also requires a teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic revolution in the field of education with a deeper In the concrete case of AR and VR, the lessons learned The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate transformation in teaching-learning practices and not from their educational application indicate that the best the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into practices respond to a pedagogical approach with a just in educational materials. Lankshear and Knobel through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal (2008) a irm that educators run the risk of o ering constructivist legacy, oriented toward learning by doing, understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado “old wine in new bottles”. Therefore, there is a need since the students decide how to combine augmented called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates for “emergent pedagogies” (Adell and Castañeda, 2012) information or how to interact with virtual simulation. Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out that will successfully explore the possibilities of Therefore, the student’s relationship with the learning students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, fomenting new technologies. goal is not based solely on consulting intellectual content, of special equipment, such as: visors, the app on their cell joaquí[email protected] but it also implies an experience of immersion in the phone and headsets. León learning environment.

Observatory of Educational Tecnológico Page 13 Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another Outstanding pedagogical trends: Mobile learning To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial Students can explore the AR- or VR-based learning administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced Digital educational materials content in any order, whenever and wherever they who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand An increasingly popular trend is the evolution of traditional wish, without being restricted by class schedules and the participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of reading and writing materials that support learning (books, classroom, as long as they have the appropriate digital academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual photocopies, etc.) toward a new ecosystem of digital device. It o ers the advantage (and the challenge) that improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to resources. The best example of AR consists of “magic anywhere can become a learning scenario and the activity said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. books”, which are texts with markers that activate the can be designed in the most suitable simulated or real functions with this application; and 82% consider that it teachers as the main promoters of this technology. display of added information in 3D by means of a digital environment for its development (Redondo et al., 2012). has an appealing interface. At the start of the project, training is provided on the use of device. The growing availability of VR-based videogames The aim is to obtain valuable information from users the computer platforms and existing methodologies to also implies a revolution in the materials o ered in order Blended learning Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. to participate in an immersion experience and not just One of the criticisms of the intensive use of learning is, [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a look up information. precisely, the absence of a pedagogical plan, which the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); integrates the resources o ered by AR and VR within a education, in order to facilitate their appropriate determining the functioning logic of the process and Gamification sequence designed specifically for the development of Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode The capacity of games to generate learning is one of competencies. This is why some authors prefer a blended [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment the expanding educational trends. The advantage of VR model that combines the virtues of face-to-face learning Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is is the impression of total immersion in the game, while (physical presence of a teacher, performance assessment, which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, AR contributes the capacity to transform any real scenario feedback from an expert) with those of online learning Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements on a game board. This is possible, not only in applications (Cadavieco and Pascual, 2017). laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these designed specifically as games, but also in those that response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, incorporate game dynamics (collaborative or competitive) Expanded education high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. in a “serious” learning environment. For example, In the broadest sense, the disruptive nature of AR validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student gymkhanas, in which students follow a series of clues or and VR lies in their capacity to generate learning leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a manage to progress through several levels is one of the environments with the person who is learning as the his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS most frequently used trends for these technologies protagonist, without the need for a specific program The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot (Fundación Telefónica, 2011). of study or the guidance of a teacher, according to the Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior advocates of the concept of expanded education (Díaz automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control Experiment-based learning and Freire, 2012). The platforms that o er tools for enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to Both AR and VR enable scenarios in which students developing digital applications allow individuals to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The can test the theory learned about certain types of co-design their own learning experiences in social simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the content, exploring the conditions in which they do innovation laboratories. warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. or do not apply (Wojciechowski and Cellary, 2013). These Professor Gloria Astrid Garnica Correa elevator. digital technologies [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that make it possible, at Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) a relatively low cost, [email protected] behavior of diverse actuators and sensors and then to introduce students program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication to the reality to be Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, studied through more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the cases that would To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that otherwise be of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. impossible to Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. approach, such as: attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process historical scenarios; control laboratories. Virtual reality machines have had an Monterrey or expensive changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López contexts, such learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory as pilot training the diversity of practical activities that can be developed. Cuernavaca which are substituted journey inside the cell and its components. Students experience an active, visual learning and Professor Virgilio Vásquez López by flight simulations; teamwork, where, apart from the knowledge inherent to During the summer of 2017, the Department of Basic or extremely risky The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate situations, such the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into as medical through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has manipulation Professor Christopher González Delgado Eduardo Ramos Sánchez of sick bodies. called “VC Trip Cardboard”, a free app available on iOS, allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Observatory Page 14 of Educational Tecnológico Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial Assessment administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand In some cases, Virtual Reality and Augmented Reality join the bank of materials used participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual within traditional pedagogy. Nevertheless, their disruptive potential is enormous and improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to makes it possible to explore ways of designing and learning that are emerging with said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. great strength in the digital era. We need to move out of our comfort zone of the usual functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of assessment instruments and explore strategies that better match the learning The aim is to obtain valuable information from users the computer platforms and existing methodologies to experience generated by these technologies. Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and ASSESSMENT PRACTICES FOR VR AND AR Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Gamification Portfolios Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements This is the most prominent pedagogical In student-centered education, VR and AR (support). The computer platforms used in these trend in the use of AR and VR and o ers laboratory platform with Virtual Reality machines, in users can choose how to demonstrate their Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, assessment tools that add an extra dose evolution. Therefore, the construction of response to low-cost laboratory equipment needs and as a high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. of motivation. Gymkhanas, competitions, portfolios, especially digital portfolios, is as Paris and Tokyo. They worked in pairs, with one student bonuses, leveling up or any dynamic validate their knowledge and acquire new competencies in a useful tool that helps each individual to in charge of reading the instructions and narrating to taken from the game world that can be reflect on their learning and defend it with leadership, teamwork, etc. Aerwards, the virtual environment is integrated with a channeled toward increasing individual the most appropriate pieces of evidence. his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS competitiveness or team cooperation. The most notable evidence consists of The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot blogs, electronic files (on Drive or Dropbox, Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior Automatic feedback for example) or products derived from automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control Assessment can be integrated into the the application in real contexts (mock-ups, enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to VR videogame itself or into the added AR devices, maps, etc.) of the knowledge acquired. connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The information. In the case of VR, “levels” simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the of di iculty are frequently used and can Self-assessment warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. be accessed progressively aer having Student-centered learning uses a congruent Professor Gloria Astrid Garnica Correa elevator. overcome tests in the previous level. assessment strategy in which students [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows The advantage of this tool is the themselves self-regulate their performance. this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC immediacy of the response, which The teacher’s role is to provide students is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then implies a powerful reinforcement with self-assessment rubrics or instruments program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication for the acquisition of content or the so that they can appreciate the extent to Hidalgo virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, development of the desired competencies. which they are aware of their achievements teacher. Virtual Reality machines make it possible to enjoy more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the and their areas of opportunity, using VR To facilitate student learning in the course Fundamentals Reality as a support in the teaching-learning process, which and AR tools. automation practices for students. virtual environment turns into a monitoring system that Problem-based of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Learning (PBL) Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets Both VR and AR integrate learning Co-assessment makes it possible to view their components and structure. In collaborative activities based on VR and AR, attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González content within a relevant scenario With the help of this application, the learning process (real or simulated). One way of taking students have the opportunity to work in a control laboratories. Virtual reality machines have had an Monterrey team in support of a common objective. An changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero advantage of this is by articulating the Ing. Jorge Alberto González López learning experience around the solution assessment strategy for this learning learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory of problems. Gymkhanas, for example, among peers is the co-evaluation the diversity of practical activities that can be developed. Cuernavaca are typical assessment of their respective contributions journey inside the cell and its components. Students experience an active, visual learning and practices in geolocated through a rubric o ered by the teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic VR or VR environments. teacher, which can serve to generate The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate awareness of the most relevant aspects the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into implied in the learning process. through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Observatory of Educational Tecnológico Page 15 Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial Benefits administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand The novelty of using AR and VR in education generates expectations that must be participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual confirmed and questioned in practice. Beyond the particularities of the two technological improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to modalities, the literature reports in both cases similar benefits for learning, which is why said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. this section does not deal with them separately. However, it is important to emphasize functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of that the use of these tools to obtain positive e ects automatically in educational The aim is to obtain valuable information from users the computer platforms and existing methodologies to processes is not su icient, although employing both resources has repeatedly Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a proved to be worthwhile in the educational context. the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Attention Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode A natural e ect of the sensorial wealth of AR and VR and their capacity to generate an [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment immediate response to the subject’s action or their immersive nature is to reinforce the Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is attention of the person who is using these technologies. This benefit is crucial in a digital which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, era in which, as Nicholas Carr (2010) stated, overstimulation is weakening our capacity to Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements pay attention. laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. Memory validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student In the short term, with the use of VR and AR, the memory receives the seal of the leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a information content that is situated in the context in which the person interacts. his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS In the long term, their use improves the subject’s capacity to retrieve an experience The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot “lived” and not just learned instrumentally. Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to Eicient learning pace the Winkelmesser LITE application. Students then used They shorten the time for acquiring certain skills, especially procedural ones in which connected to real industrial equipment. These machines the PLC. The latter is the controller of the real process. The trigonometry to find how far they were from the place, the manipulation of digital entities within a VR experience or the interaction with a real simulate diverse industrial processes, such as an industrial process must be executed without errors, since the knowing the height of the building. environment with AR make it possible to accelerate the practice of these operations warehouse, a machining cell, a sorting machine and an program refining was executed in the virtual environment. (Redondo et al., 2012). Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC Practical experience of theory is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then They facilitate cognitive development derived from the possibility of experiencing on program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication the basis of refuting or confirming a theory; interaction with the learning objective; the Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, generation of alternatives and new ideas; and the visualization of the object from diverse more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the angles or points of view. In short, VR and AR promote the materialization of the learning To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that process, the immersion of the learner in a context of more tangible information that makes of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. it possible to intensify the relationships between theory and practical application. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process Positive eect on motivation control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Di erent studies have indicated the impact of using VR and AR to motivate learning. learning experience. The novelty of this project consisted of Ing. Jorge Alberto González López On the one hand, they increase the value of acquiring certain skills within a context of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual the diversity of practical activities that can be developed. Academic and Educational Innovation Vice-rectory immersion, in which the students are the protagonists. On the other, they facilitate the journey inside the cell and its components. Cuernavaca impression of undergoing an innovative experience with a highly sensorial impact, which Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic generates curiosity and is especially attractive for the generations who have grown up The impact on learning centered on the identification of [email protected] Sciences of the School of Medicine decided to incorporate in environments that are increasingly dominated by digital technology. the course, they also acquire leadership, critical-thinking, the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Learning personalization Professor Christopher González Delgado The capacity of AR and VR to generate a di erent type of dense information around the called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates learning content makes it possible to individualize the learning experience and adapt it to Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out di erent cognitive styles and ways of learning. For example, they have been combined with students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, adaptive e-learning platforms so that students, by virtue of their performance in the course of special equipment, such as: visors, the app on their cell joaquí[email protected] activities and the di iculties they have in resolving them, can use di erent technological phone and headsets. León support resources (Fabregat, 2012).

Observatory Page 16 of Educational Tecnológico Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial Relevance for administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of Tecnológico de Monterrey academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. In the context of Tecnológico de Monterrey, the use of Augmented Reality and functions with this application; and 82% consider that it teachers as the main promoters of this technology. Virtual Reality o ers students the possibility of benefiting from moments that improve has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users their educational experience, through an introduction to up-to-date information, using the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. digital elements that facilitate interaction with situations that are characteristically [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in di icult to access in real contexts. Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals Current technologies should be incorporated as At present, AR and VR are known to drive the skills automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using instruments or means to improve the teaching-learning of the current generations -digital natives- and improve helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and processes, since, on the one hand, students today the development of the competencies required of The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. are more active, they always need to see, use and be Tecnológico de Monterrey graduates in the workplace, attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process surrounded by technology and, on the other, the teacher through challenging experiences in educational spaces control laboratories. Virtual reality machines have had an changed from being abstract to become an experiential Monterrey must have the capacity to capture their attention and that are highly interesting and require a great deal of enormous impact on engineering students, given the Professor Luis Villagómez Guerrero learning experience. The novelty of this project consisted of Ing. Jorge Alberto González López engage them actively in their learning. interaction. Therefore, at the institution, the process for diversity of technologies implied in their development, and [email protected] adopting immersive technologies in education is in its transporting students to a microscopic level with a virtual the diversity of practical activities that can be developed. Academic and Educational Innovation Vice-rectory journey inside the cell and its components. Cuernavaca In a world in which the combination of the virtual and initial stage, thus o ering enormous potential to exploit Students experience an active, visual learning and Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic the real is increasingly imminent, geolocation, mobile them and generate the expectation of having an impact teamwork, where, apart from the knowledge inherent to The impact on learning centered on the identification of [email protected] Sciences of the School of Medicine decided to incorporate telephony and games are concepts and technologies that on students while they are still young enough to feel the course, they also acquire leadership, critical-thinking, the parts of a cell and the functions of each organelle, the Virtual Reality application 3D Organon VR Anatomy into must necessarily be addressed in an institution in order amazement. problem-solving and collaborative-work competencies. Karina Romero Galíndez through close-ups with 3D images to gain a greater its learning support tools for the course Musculoskeletal to optimize the degree of student learning. The latter [email protected] understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has is fostered because AR and VR support the increase in Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates individuals ‘attention, enabling them to develop knowledge Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out as if they were in the scene of the events. In this way, the students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, theory students learn in the classroom is complemented of special equipment, such as: visors, the app on their cell in practice. joaquí[email protected] phone and headsets. León

Observatory of Educational Tecnológico Page 17 Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another Professor Elizabeth Griselda Toriz García Professor Lourdes del Carmen Orozco Saldaña Professor Rosalino Rodríguez Calderón This experiment was developed in 2014 and has impacted To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial Relevant cases at [email protected] [email protected] [email protected] approximately 54 students, who expressed that this type of administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced Professor Rosa María Concepción Murillo Torres Campus León Morelia educational technology facilitates and motivates learning. who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand technology in education. It focuses on providing interactive [email protected] During the experiment, we observed that participants were participated, 84% commented that this tool is an excellent and develop virtual environments for the area of In the course Digital Expression, o ered in the second In the Logic Automatism Laboratory course, o ered in the fully focused and looked relaxed and happy doing this type academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual Tecnológico de Monterrey Professor Gerardo Ezequiel Magdaleno Hernández semester of high school, we have used Augmented Reality fourth semester of the B.Sc. in Mechatronics Engineering, of dynamic, fun practical activities. These results validate improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to [email protected] in the final project to integrate the content of this course students use an app called ARLAB (Augmented Reality that Augmented Reality is an excellent option for enhancing said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. Estado de México with that of the course Spanish Language, Art and Laboratory), which can be downloaded from Google Play students’ practical skills and knowledge. functions with this application; and 82% consider that it teachers as the main promoters of this technology. The audio was hosted on the open-source page Literature, which seeks to create a virtual museum to show has an appealing interface. At the start of the project, training is provided on the use of Soundcloud. Given the nature of the app, as soon as website, to conduct experiments. This augmented reality In order to foment meaningful content learning in the the most relevant characteristics of a Mesoamerican culture application makes it possible to incorporate 3D models of The aim is to obtain valuable information from users the computer platforms and existing methodologies to the painting or work is scanned, the audio commentary academic program Climate Change and Energy Use, using Aurasma. The Spanish language teachers were in through training workshops for students and faculty and generate cyber-physical systems and virtual environments. begins automatically. This means that any of the exhibition mechanical components, such as conveyor belts, product Professor Manuel E. Macías participative debate spaces were generated to select charge of establishing and checking that the content was dispensers, tanks with fluids, etc., allowing the emulation [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a attendees could go up to the work and listen to explanation content related to the course subject matter and identify appropriate according to the assigned topic and the Digital the process of adopting immersive technologies in manufacturing or assembly process (NX, Catia, etc.); even if the exhibitor was not present. A total of about 1,200 of complete industrial automation systems by combining Monterrey the scenarios to be augmented using real-world objects. Expression students designed images that would function them with physical devices, such as PLC (Programmable education, in order to facilitate their appropriate determining the functioning logic of the process and scans were executed, which is 50% more than the in-person The tool Blender was used to design the educational as triggers, while the auras consisted of videos that Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode attendees. Logic Controllers), electric actuators and pneumatic resources provided by Augmented Reality, adding explained the political, economic and social aspects, actuators. [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment mobile-device compatibility and thus enabling the narrated a legend with the students as the actors, and also Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is Professor Jonathan Velázquez García possibility of being scaled up to web platforms in the future. included a video with the stop-motion technique in the The physical elements are typical learning units of the which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, [email protected] Once the application had been developed, it was installed reconstruction of an architectural piece. course complemented with the three-dimensional models Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements Estado de México in 24 devices to be used in the Media Scape LearnLab of the app, in Augmented Reality format, in order to obtain laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these (MSLL) classrooms. For the final presentation, the montage was implemented a complete view of an industrial system, thus clarifying the response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, Augmented Reality was implemented in the course Artistic in the high school classrooms to represent the virtual knowledge that generates interest in conducting high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. and Literary Interpretation at the Campus Estado de México The dynamic was executed in four teams with six students museum. Each of the teams o ered visitors telephones and experiments and meaningful learning. Therefore, students validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student High School. The course covers the di erent periods of art each; the activity was timed and required all the team tablets so they could “read” the images they had created do not have to imagine part of the machine, an issue solved leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a history. One of the main objectives of this tour is for members to work to reach the goal within the estimated and listen to each of the related videos. The entire campus using Augmented Reality, which is an e icient, a ordable his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS students to generate their art portfolio, in relation to works, time (five minutes). Cards were used and, on activating the community and parents were invited to this exhibition. The solution. The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot styles, authors and periods, and also for them to be able to first one through the smartphone camera, a city appeared. results of this project were highly satisfactory. The fact that Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior understand the social and personal processes that gave rise On activating the other cards, environmental problems students were able to compile and assess information on In the course, students implement a bottle-filling automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control to these works. By the end of the course, they will be able to were reflected on the first one. The students observed the di erent Mesoamerican cultures and, by selecting the best production line, constructed with the interconnection of a enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to Augmented recognize and interpret art in general. issues and proposed the respective solutions by activating multimedia resource to display it, made visitors interact in pneumatic cylinder, an electric motor and a PLC with its connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The AR the cards. With this methodology, students designed a an innovative, interactive, attractive and didactic manner respective programming, as well as the mechanical simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the Reality A template similar to a “World Cup stamp album” was clean city, free from atmospheric pollutants in the soil, with the objects exhibited, ensuring that they obtained structure made up of a conveyer belt, liquid dispenser and warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. created in which black and white pictures of diverse works water and air, and promoted the use of clean energy in detailed information on each of the works. a set of bottles. The latter are provided in virtual format Professor Gloria Astrid Garnica Correa elevator. of art were placed. These pieces covered the di erent art the city. with 3D models introduced with the application called [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows Professor Lourdes del Carmen Orozco Saldaña this technology, based on my experience I can confirm that periods, from Prehistory to Postmodernity. ARLAB (in-house development, financed with the NOVUS Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC The results obtained indicate that Augmented Reality [email protected] is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) 2013 fund), while the former are tangible elements that [email protected] behavior of diverse actuators and sensors and then Professor Jonathan Velázquez García The templates were then printed with all the images influences students’ behavior, increasing their interest and León form a part real, part virtual Augmented Reality scenario. program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication [email protected] obtained. Some of them were uploaded to the Aurasma level of learning. Students are capable of proposing Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, Estado de México platform, where videos were shown together with links to solutions to environmental issues and of making decisions In this project, students enrolled in the Digital Expression more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the further information on the work of art in question. They that favor sustainable development and quality of life. They course selected someone from the campus community To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that The Art and Culture course promotes art awareness. were distributed in class as part of a stamp economy, thus are more aware of the consequences of anthropogenic (students, faculty, coaches, administrative sta ) whom they of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Students attend a workshop where they produce artwork generating a gamification-style dynamic, with the ultimate activities on climate change and land ecosystems, and of admired and, by means of the storytelling technique, they Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. that will be exhibited at the end of the course. As part of purpose of filling up the album. Students had to scan the the current high levels of atmospheric pollution a ecting told the selected person’s story. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process the final project, the artworks created during the semester images to find the “hidden message or capacity”, the the mobility and health of numerous inhabitants. control laboratories. Virtual reality machines have had an Monterrey are exhibited together with a commentary on the creation image that would trigger augmented reality. While Augmented Reality possesses the capacity to enrich Using Augmented Reality, students were asked to design changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López process, the artist’s intention and the content of the same. motivating the class with the album dynamic, elements of reality with detailed information. Working in the image that would serve as a trigger, showing the learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] 3D generates a heightened interest in young people and qualities that made them select it, and apply the topics transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory identification, familiarization and a cultural archive the diversity of practical activities that can be developed. Cuernavaca Approximately 750 students from the Campus Estado de were being generated in students. the facility to manipulate virtual objects with the body seen in class related to image edition. For the video, the journey inside the cell and its components. Students experience an active, visual learning and México High School participated in this exhibition. Owing to and without the need to use a mediating object, such as challenge was to express and transmit emotions, and for teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic the students’ academic commitments and ensuring that This project increased students’ capacity to identify works a keyboard or mouse. the people who watched the videos on activating the The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate everyone would have the opportunity to exhibit, it was and artists with their corresponding artistic period. It also trigger to be able to connect it to the story being told. the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into decided to integrate Augmented Reality into the execution increased student participation, as aer working to obtain through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has of the project. Each of the pieces was included in a library of the stamps, they appreciated them su iciently to want to One of the outcomes of this project was that students were Professor Christopher González Delgado able to o er a public acknowledgement of their heroes at called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates images created in the Layar application and, subsequently, find out more about them, eagerly scanning their images to [email protected] [email protected] the audio corresponding to the works executed by each discover what their colors should be, who created them, the campus, since the presentation took place in the main Google Play and Oculus Store. The experience made a simulated real environment where students find out student were uploaded. how and why. auditorium where students placed their posters (triggers) students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, and all the attendees could play the video on their phone or of special equipment, such as: visors, the app on their cell joaquí[email protected] tablet and discover other (little known) aspects about the phone and headsets. León people who comprise the Campus León community.

Observatory Page 18 of Educational Tecnológico Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another Professor Elizabeth Griselda Toriz García Professor Lourdes del Carmen Orozco Saldaña Professor Rosalino Rodríguez Calderón This experiment was developed in 2014 and has impacted To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial [email protected] [email protected] [email protected] approximately 54 students, who expressed that this type of administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced Professor Rosa María Concepción Murillo Torres León Morelia educational technology facilitates and motivates learning. who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand During the experiment, we observed that participants were participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive [email protected] and develop virtual environments for the area of In the course Digital Expression, o ered in the second In the Logic Automatism Laboratory course, o ered in the fully focused and looked relaxed and happy doing this type academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual Professor Gerardo Ezequiel Magdaleno Hernández semester of high school, we have used Augmented Reality fourth semester of the B.Sc. in Mechatronics Engineering, of dynamic, fun practical activities. These results validate improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to [email protected] in the final project to integrate the content of this course students use an app called ARLAB (Augmented Reality that Augmented Reality is an excellent option for enhancing said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. Estado de México with that of the course Spanish Language, Art and Laboratory), which can be downloaded from Google Play students’ practical skills and knowledge. functions with this application; and 82% consider that it teachers as the main promoters of this technology. The audio was hosted on the open-source page Literature, which seeks to create a virtual museum to show has an appealing interface. At the start of the project, training is provided on the use of Soundcloud. Given the nature of the app, as soon as website, to conduct experiments. This augmented reality In order to foment meaningful content learning in the the most relevant characteristics of a Mesoamerican culture application makes it possible to incorporate 3D models of The aim is to obtain valuable information from users the computer platforms and existing methodologies to the painting or work is scanned, the audio commentary academic program Climate Change and Energy Use, using Aurasma. The Spanish language teachers were in through training workshops for students and faculty and generate cyber-physical systems and virtual environments. begins automatically. This means that any of the exhibition mechanical components, such as conveyor belts, product Professor Manuel E. Macías participative debate spaces were generated to select charge of establishing and checking that the content was dispensers, tanks with fluids, etc., allowing the emulation [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a attendees could go up to the work and listen to explanation content related to the course subject matter and identify appropriate according to the assigned topic and the Digital the process of adopting immersive technologies in manufacturing or assembly process (NX, Catia, etc.); even if the exhibitor was not present. A total of about 1,200 of complete industrial automation systems by combining Monterrey the scenarios to be augmented using real-world objects. Expression students designed images that would function them with physical devices, such as PLC (Programmable education, in order to facilitate their appropriate determining the functioning logic of the process and scans were executed, which is 50% more than the in-person The tool Blender was used to design the educational as triggers, while the auras consisted of videos that Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode attendees. Logic Controllers), electric actuators and pneumatic resources provided by Augmented Reality, adding explained the political, economic and social aspects, actuators. [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment mobile-device compatibility and thus enabling the narrated a legend with the students as the actors, and also Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is Professor Jonathan Velázquez García possibility of being scaled up to web platforms in the future. included a video with the stop-motion technique in the The physical elements are typical learning units of the which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, [email protected] Once the application had been developed, it was installed reconstruction of an architectural piece. course complemented with the three-dimensional models Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements Estado de México in 24 devices to be used in the Media Scape LearnLab of the app, in Augmented Reality format, in order to obtain laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these (MSLL) classrooms. For the final presentation, the montage was implemented a complete view of an industrial system, thus clarifying the response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, Augmented Reality was implemented in the course Artistic in the high school classrooms to represent the virtual knowledge that generates interest in conducting high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. and Literary Interpretation at the Campus Estado de México The dynamic was executed in four teams with six students museum. Each of the teams o ered visitors telephones and experiments and meaningful learning. Therefore, students validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student High School. The course covers the di erent periods of art each; the activity was timed and required all the team tablets so they could “read” the images they had created do not have to imagine part of the machine, an issue solved leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a history. One of the main objectives of this tour is for members to work to reach the goal within the estimated and listen to each of the related videos. The entire campus using Augmented Reality, which is an e icient, a ordable his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS students to generate their art portfolio, in relation to works, time (five minutes). Cards were used and, on activating the community and parents were invited to this exhibition. The solution. The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot styles, authors and periods, and also for them to be able to first one through the smartphone camera, a city appeared. results of this project were highly satisfactory. The fact that Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior understand the social and personal processes that gave rise On activating the other cards, environmental problems students were able to compile and assess information on In the course, students implement a bottle-filling automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control to these works. By the end of the course, they will be able to were reflected on the first one. The students observed the di erent Mesoamerican cultures and, by selecting the best production line, constructed with the interconnection of a enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to recognize and interpret art in general. issues and proposed the respective solutions by activating multimedia resource to display it, made visitors interact in pneumatic cylinder, an electric motor and a PLC with its connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The the cards. With this methodology, students designed a an innovative, interactive, attractive and didactic manner respective programming, as well as the mechanical simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the A template similar to a “World Cup stamp album” was clean city, free from atmospheric pollutants in the soil, with the objects exhibited, ensuring that they obtained structure made up of a conveyer belt, liquid dispenser and warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. created in which black and white pictures of diverse works water and air, and promoted the use of clean energy in detailed information on each of the works. a set of bottles. The latter are provided in virtual format Professor Gloria Astrid Garnica Correa elevator. of art were placed. These pieces covered the di erent art the city. with 3D models introduced with the application called [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows Professor Lourdes del Carmen Orozco Saldaña this technology, based on my experience I can confirm that periods, from Prehistory to Postmodernity. ARLAB (in-house development, financed with the NOVUS Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC The results obtained indicate that Augmented Reality [email protected] is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) 2013 fund), while the former are tangible elements that [email protected] behavior of diverse actuators and sensors and then Professor Jonathan Velázquez García The templates were then printed with all the images influences students’ behavior, increasing their interest and León form a part real, part virtual Augmented Reality scenario. program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication [email protected] obtained. Some of them were uploaded to the Aurasma level of learning. Students are capable of proposing Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, Estado de México platform, where videos were shown together with links to solutions to environmental issues and of making decisions In this project, students enrolled in the Digital Expression more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the further information on the work of art in question. They that favor sustainable development and quality of life. They course selected someone from the campus community To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that The Art and Culture course promotes art awareness. were distributed in class as part of a stamp economy, thus are more aware of the consequences of anthropogenic (students, faculty, coaches, administrative sta ) whom they of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Students attend a workshop where they produce artwork generating a gamification-style dynamic, with the ultimate activities on climate change and land ecosystems, and of admired and, by means of the storytelling technique, they Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. that will be exhibited at the end of the course. As part of purpose of filling up the album. Students had to scan the the current high levels of atmospheric pollution a ecting told the selected person’s story. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process the final project, the artworks created during the semester images to find the “hidden message or capacity”, the the mobility and health of numerous inhabitants. control laboratories. Virtual reality machines have had an Monterrey are exhibited together with a commentary on the creation image that would trigger augmented reality. While Augmented Reality possesses the capacity to enrich Using Augmented Reality, students were asked to design changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López process, the artist’s intention and the content of the same. motivating the class with the album dynamic, elements of reality with detailed information. Working in the image that would serve as a trigger, showing the learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory identification, familiarization and a cultural archive 3D generates a heightened interest in young people and qualities that made them select it, and apply the topics the diversity of practical activities that can be developed. Cuernavaca Approximately 750 students from the Campus Estado de were being generated in students. the facility to manipulate virtual objects with the body seen in class related to image edition. For the video, the journey inside the cell and its components. Students experience an active, visual learning and México High School participated in this exhibition. Owing to and without the need to use a mediating object, such as challenge was to express and transmit emotions, and for teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic the students’ academic commitments and ensuring that This project increased students’ capacity to identify works a keyboard or mouse. the people who watched the videos on activating the The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate everyone would have the opportunity to exhibit, it was and artists with their corresponding artistic period. It also trigger to be able to connect it to the story being told. the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into decided to integrate Augmented Reality into the execution increased student participation, as aer working to obtain through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has of the project. Each of the pieces was included in a library of the stamps, they appreciated them su iciently to want to One of the outcomes of this project was that students were Professor Christopher González Delgado able to o er a public acknowledgement of their heroes at called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates images created in the Layar application and, subsequently, find out more about them, eagerly scanning their images to [email protected] [email protected] the audio corresponding to the works executed by each discover what their colors should be, who created them, the campus, since the presentation took place in the main Google Play and Oculus Store. The experience made a simulated real environment where students find out student were uploaded. how and why. auditorium where students placed their posters (triggers) students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, and all the attendees could play the video on their phone or of special equipment, such as: visors, the app on their cell joaquí[email protected] tablet and discover other (little known) aspects about the phone and headsets. León people who comprise the Campus León community.

Observatory of Educational Tecnológico Page 19 Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another Professor Elizabeth Griselda Toriz García Professor Lourdes del Carmen Orozco Saldaña Professor Rosalino Rodríguez Calderón This experiment was developed in 2014 and has impacted To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial [email protected] [email protected] [email protected] approximately 54 students, who expressed that this type of administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced Professor Rosa María Concepción Murillo Torres Campus León Morelia educational technology facilitates and motivates learning. who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand During the experiment, we observed that participants were participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive [email protected] and develop virtual environments for the area of In the course Digital Expression, o ered in the second In the Logic Automatism Laboratory course, o ered in the fully focused and looked relaxed and happy doing this type academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual Professor Gerardo Ezequiel Magdaleno Hernández semester of high school, we have used Augmented Reality fourth semester of the B.Sc. in Mechatronics Engineering, of dynamic, fun practical activities. These results validate improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to [email protected] in the final project to integrate the content of this course students use an app called ARLAB (Augmented Reality that Augmented Reality is an excellent option for enhancing said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. Estado de México with that of the course Spanish Language, Art and Laboratory), which can be downloaded from Google Play students’ practical skills and knowledge. functions with this application; and 82% consider that it teachers as the main promoters of this technology. The audio was hosted on the open-source page Literature, which seeks to create a virtual museum to show has an appealing interface. At the start of the project, training is provided on the use of Soundcloud. Given the nature of the app, as soon as website, to conduct experiments. This augmented reality In order to foment meaningful content learning in the the most relevant characteristics of a Mesoamerican culture application makes it possible to incorporate 3D models of The aim is to obtain valuable information from users the computer platforms and existing methodologies to the painting or work is scanned, the audio commentary academic program Climate Change and Energy Use, using Aurasma. The Spanish language teachers were in through training workshops for students and faculty and generate cyber-physical systems and virtual environments. begins automatically. This means that any of the exhibition mechanical components, such as conveyor belts, product Professor Manuel E. Macías participative debate spaces were generated to select charge of establishing and checking that the content was dispensers, tanks with fluids, etc., allowing the emulation [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a attendees could go up to the work and listen to explanation content related to the course subject matter and identify appropriate according to the assigned topic and the Digital the process of adopting immersive technologies in manufacturing or assembly process (NX, Catia, etc.); even if the exhibitor was not present. A total of about 1,200 of complete industrial automation systems by combining Monterrey the scenarios to be augmented using real-world objects. Expression students designed images that would function them with physical devices, such as PLC (Programmable education, in order to facilitate their appropriate determining the functioning logic of the process and scans were executed, which is 50% more than the in-person The tool Blender was used to design the educational as triggers, while the auras consisted of videos that Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode attendees. Logic Controllers), electric actuators and pneumatic resources provided by Augmented Reality, adding explained the political, economic and social aspects, actuators. [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment mobile-device compatibility and thus enabling the narrated a legend with the students as the actors, and also Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is Professor Jonathan Velázquez García possibility of being scaled up to web platforms in the future. included a video with the stop-motion technique in the The physical elements are typical learning units of the which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, [email protected] Once the application had been developed, it was installed reconstruction of an architectural piece. course complemented with the three-dimensional models Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements Estado de México in 24 devices to be used in the Media Scape LearnLab of the app, in Augmented Reality format, in order to obtain laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these (MSLL) classrooms. For the final presentation, the montage was implemented a complete view of an industrial system, thus clarifying the response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, Augmented Reality was implemented in the course Artistic in the high school classrooms to represent the virtual knowledge that generates interest in conducting high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. and Literary Interpretation at the Campus Estado de México The dynamic was executed in four teams with six students museum. Each of the teams o ered visitors telephones and experiments and meaningful learning. Therefore, students validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student High School. The course covers the di erent periods of art each; the activity was timed and required all the team tablets so they could “read” the images they had created do not have to imagine part of the machine, an issue solved leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a history. One of the main objectives of this tour is for members to work to reach the goal within the estimated and listen to each of the related videos. The entire campus using Augmented Reality, which is an e icient, a ordable his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS students to generate their art portfolio, in relation to works, time (five minutes). Cards were used and, on activating the community and parents were invited to this exhibition. The solution. The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot styles, authors and periods, and also for them to be able to first one through the smartphone camera, a city appeared. results of this project were highly satisfactory. The fact that Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior understand the social and personal processes that gave rise On activating the other cards, environmental problems students were able to compile and assess information on In the course, students implement a bottle-filling automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control to these works. By the end of the course, they will be able to were reflected on the first one. The students observed the di erent Mesoamerican cultures and, by selecting the best production line, constructed with the interconnection of a enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to recognize and interpret art in general. issues and proposed the respective solutions by activating multimedia resource to display it, made visitors interact in pneumatic cylinder, an electric motor and a PLC with its connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The the cards. With this methodology, students designed a an innovative, interactive, attractive and didactic manner respective programming, as well as the mechanical simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the A template similar to a “World Cup stamp album” was clean city, free from atmospheric pollutants in the soil, with the objects exhibited, ensuring that they obtained structure made up of a conveyer belt, liquid dispenser and warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. created in which black and white pictures of diverse works water and air, and promoted the use of clean energy in detailed information on each of the works. a set of bottles. The latter are provided in virtual format Professor Gloria Astrid Garnica Correa elevator. of art were placed. These pieces covered the di erent art the city. with 3D models introduced with the application called [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows Professor Lourdes del Carmen Orozco Saldaña this technology, based on my experience I can confirm that periods, from Prehistory to Postmodernity. ARLAB (in-house development, financed with the NOVUS Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC The results obtained indicate that Augmented Reality [email protected] is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) 2013 fund), while the former are tangible elements that [email protected] behavior of diverse actuators and sensors and then Professor Jonathan Velázquez García The templates were then printed with all the images influences students’ behavior, increasing their interest and León form a part real, part virtual Augmented Reality scenario. program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication [email protected] obtained. Some of them were uploaded to the Aurasma level of learning. Students are capable of proposing Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, Estado de México platform, where videos were shown together with links to solutions to environmental issues and of making decisions In this project, students enrolled in the Digital Expression more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the further information on the work of art in question. They that favor sustainable development and quality of life. They course selected someone from the campus community To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that The Art and Culture course promotes art awareness. were distributed in class as part of a stamp economy, thus are more aware of the consequences of anthropogenic (students, faculty, coaches, administrative sta ) whom they of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Students attend a workshop where they produce artwork generating a gamification-style dynamic, with the ultimate activities on climate change and land ecosystems, and of admired and, by means of the storytelling technique, they Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. that will be exhibited at the end of the course. As part of purpose of filling up the album. Students had to scan the the current high levels of atmospheric pollution a ecting told the selected person’s story. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process the final project, the artworks created during the semester images to find the “hidden message or capacity”, the the mobility and health of numerous inhabitants. control laboratories. Virtual reality machines have had an Monterrey are exhibited together with a commentary on the creation image that would trigger augmented reality. While Augmented Reality possesses the capacity to enrich Using Augmented Reality, students were asked to design changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López process, the artist’s intention and the content of the same. motivating the class with the album dynamic, elements of reality with detailed information. Working in the image that would serve as a trigger, showing the learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory identification, familiarization and a cultural archive 3D generates a heightened interest in young people and qualities that made them select it, and apply the topics the diversity of practical activities that can be developed. Cuernavaca Approximately 750 students from the Campus Estado de were being generated in students. the facility to manipulate virtual objects with the body seen in class related to image edition. For the video, the journey inside the cell and its components. Students experience an active, visual learning and Professor Virgilio Vásquez López México High School participated in this exhibition. Owing to and without the need to use a mediating object, such as challenge was to express and transmit emotions, and for teamwork, where, apart from the knowledge inherent to During the summer of 2017, the Department of Basic the students’ academic commitments and ensuring that This project increased students’ capacity to identify works a keyboard or mouse. the people who watched the videos on activating the The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate everyone would have the opportunity to exhibit, it was and artists with their corresponding artistic period. It also trigger to be able to connect it to the story being told. the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into decided to integrate Augmented Reality into the execution increased student participation, as aer working to obtain through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has of the project. Each of the pieces was included in a library of the stamps, they appreciated them su iciently to want to One of the outcomes of this project was that students were Professor Christopher González Delgado able to o er a public acknowledgement of their heroes at called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates images created in the Layar application and, subsequently, find out more about them, eagerly scanning their images to [email protected] [email protected] the audio corresponding to the works executed by each discover what their colors should be, who created them, the campus, since the presentation took place in the main Google Play and Oculus Store. The experience made a simulated real environment where students find out Professor Joaquín Elorza Tena student were uploaded. how and why. auditorium where students placed their posters (triggers) students feel immersed in another reality through the use Estado de México about the di erent systems of the human body: Muscular, and all the attendees could play the video on their phone or of special equipment, such as: visors, the app on their cell joaquí[email protected] tablet and discover other (little known) aspects about the RA phone and headsets. León people who comprise the Campus León community.

Observatory Page 20 of Educational Tecnológico Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in manufacturing or assembly process (NX, Catia, etc.); Monterrey education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student Virtual leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a VR his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS Reality The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Observatory of Educational Tecnológico Page 21 Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in manufacturing or assembly process (NX, Catia, etc.); Monterrey education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Observatory Page 22 of Educational Tecnológico Innovation de Monterrey

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another

Observatory of Educational Tecnológico Page 23 Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming Relevant cases dimensions of organs and muscles that might have been the need for the practical sessions to be completed in impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common at other institutions learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching Ethics teacher will be complemented with practical sessions in support technologies, and also to include it in the courses Institution: Universidad de Almería AR AUGMENTED REALITY Country: Spain the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. The AR videogame VEAR (School Violence and Academic academic responsible for the course. Each practical session Performance) generates a sociogram of interactions with other completed by students was recorded and delivered as part participants, rewarding relationships based on collaboration and of their assessment evidence. Teacher-student interactive Languages penalizing those that lead to isolation. This all takes place within the reinforcement sessions were also carried out. Institution: University of Victoria real context of the classroom, thus allowing students to become Country: Canada aware of the ethical implication of their interactions with their Description: By means of a mobile application, the university classmates (Pérez-Fuentes et al., 2011). The results of a survey administered at the end of the campus becomes a French-speaking environment in which course supported our idea that this technology has huge students can interact with diverse quizzes and added linguistic potential and a future in the areas of Basic Medical information. The pedagogical design that forms the basis of this Environmental engineering Sciences. The most important findings were: proposal is based on gamification (Perry, 2015). Institution: MIT Country: USA 86% of students said they very much enjoyed the practical Description: Students roleplay as environmental engineers who go sessions and would attend even if they did not have any around the Campus trying to investigate the source of a carcinogenic grade value. 94% confirmed that it helped them a lot to Biology toxin and generate a safety plan. The application works with understand the three-dimensional aspects of human Institution: Universidad Popular del César geolocation and o ers clues and scientific information in di erent Country: Colombia points of the campus, such as the chemical composition of some anatomy, which has always been a need for students who Description: A biology book was generated containing triggers that, materials, EPA regulations, the recommended soil remediation study this course. Approximately 50% mentioned that it through a mobile application, make it possible to view di erent strategies and the health risks associated with the toxin. helped them to learn physiology, even though the types of living beings in 3D, as well as a series of interactive exams application does not address these concepts. Another to check evolution in learning this content (Retrepo, Cuello and Contreras, 2016). History Institution: UNED (in collaboration with Telefónica) Country: Spain Description: Using an application, students (in fact, any citizen) can Teacher training walk around the old center of Madrid (Madrid de los Austrias) Institution: Universidad de Castilla la Mancha accessing articles and multimedia geolocated information on the Country: Spain history of the city in the 17th century, including customs, clothing and A group of trainee teachers participated in a workshop for festivals of that era in those very places. The application can suggest designing educational materials with AR, taking advantage of collecting evidence, solving riddles and locating concrete points on a open-source portals, such as Aumentaty Author or ARToolkit. The map of that era. experience included piloting these materials in the classroom and the evaluation of a questionnaire answered by students to document their learning experience. The main challenge was Business overcoming the mere attractive and anecdotal use of this Institution: Universidad Autónoma de Nuevo León technology to achieve a greater impact on enhancing skills (Cózar Country: Mexico et al., 2015). Description: A study was conducted among the business school teachers to determine how much they used emerging technologies like AR. The results of the questionnaire report that 14.3% use an AR application in their classes (Madrigal et al., 2017). One of the Engineering advantages of doing so is the growing use of AR in startup companies, Institution: Universidad de la Laguna focusing particularly on marketing. Country: Spain With the aim of developing spatial thinking in Fine Arts students, an application was used to project three-dimensional models that Libraries students could manipulate with their hands in a very similar way Institution: The SCARLET Project as would occur with objects of these dimensions. In a study (universities, libraries and museums) conducted aer the implementation of AR, students reported an Country: UK improvement in their attention in the course and the feeling of the Description: The objective of this project is to make it easier to consult usefulness of the didactic resource (Gutiérrez et al., 2010). ancient documents, such as manuscripts, adding AR layers to the consultation. The project was financed by Joint Information Systems Committee and involved the participation of a network of libraries, museums and universities. One of the main outcomes is an increase in consulting these collections (Natalia, 2016).

Observatory Page 24 of Educational Tecnológico Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would Nursing agree to attend a practical session alone, thus confirming VR VIRTUAL REALITY students have the opportunity to view close up the real Institution: University of Wolverhampton dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Country: UK impossible or di icult to achieve with traditional teaching teams. Description: Trainees are o ered an immersive experience in methods. This has enabled us to evolve and leave common Medicine hospital activities. Using headsets, they access a scenario with learning practices behind. Given the satisfactory results obtained, the Department of Institution: Universidad EAFIT dementia patients, family members and other subjects. Basic Sciences of the School of Medicine decided to Country: Colombia The objective of this “serious game” is to manage nurses’ Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching Description: Use of collaborative surgery simulators to train professional interaction and do so in an environment that is as medical students in teamwork skills in the operating room, such teacher will be complemented with practical sessions in support technologies, and also to include it in the courses realistic as possible, before taking the leap into practicing in as the concrete case of a gallbladder removal (cholecystectomy). a real hospital. the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. Players manipulate virtual surgical instruments and monitor academic responsible for the course. Each practical session di erent data to find the best collaboration practices within a completed by students was recorded and delivered as part surgical process. Dentistry of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out. Institution: University School of Dental Medicine Country: USA Urban planning Description: Using a haptic simulator, which not only recreates The results of a survey administered at the end of the Institution: tooth dimensions in 3D, but also vibrates or lights up when the course supported our idea that this technology has huge Universidad Politécnica de Cataluña (UPC) Country: Spain healthy part of the tooth is removed, students can extract cavities potential and a future in the areas of Basic Medical Description: Aer an investigation by the UPC Faculty of from damaged teeth, calibrating the precision and e iciency of Sciences. The most important findings were: Architecture, in collaboration with archeologists from Universidad their manipulations. de Girona, a series of virtual models were developed of the ancient 86% of students said they very much enjoyed the practical Gironella Tower, a historical enclave from the city’s Roman era. The sessions and would attend even if they did not have any results of a questionnaire administered to the students who Chemistry grade value. 94% confirmed that it helped them a lot to participated in this activity highlight the high degree of satisfaction Institution: University of Malakand understand the three-dimensional aspects of human regarding learning spatial skills. Country: Pakistan anatomy, which has always been a need for students who Description: Professors at this university developed a program study this course. Approximately 50% mentioned that it that reproduces in 3D the conditions and instruments of a Citizenship and social empathy chemistry laboratory. They trained teachers of this specialization helped them to learn physiology, even though the Institution: Universidad de Barcelona from diverse high schools in the country, so their students could application does not address these concepts. Another Country: Spain explore di erent chemical reactions and digitally manipulate basic Description: In the Serious Game Design workshop, as part of the laboratory tools on their laptops. Common Games project entrusted by the Barcelona City Council, students designed a VR game that permits immersion in the life of a homeless man. The objective is to create awareness about this social drama, confronting the prejudices that exist toward Languages the poorest and most socially excluded members of society, Institution: University of Surrey and experiencing poverty in a less conceptual and more situated Country: UK manner. Description: In a virtual 3D environment with avatars (IVY 3D), students can immerse themselves in high-value communication Multidisciplinary: architecture, situations (tourist information o ices, hospitals, business engineering and construction meetings) and participate in recorded dialogues, learning to solve communication problems in bilingual communication contexts. Institution: George Mason University Country: USA Description: The purpose of the program is to rethink the relationship between architecture, engineering and construction Computer science within a VR space designed on Quest3D, with problems for which Institution: Universidad Carlos III students have to o er creative, non-routinized solutions in the Country: Spain disciplinary models in which they have previously been trained. Description: This learning project consists of modeling objects in One of the conceptual tools o ered is the theory of the seven 3D, conversational metabots and operating system management principles of Da Vinci, reinterpreted in light of the conditions and within Second Life or Opensimulator, as a strategy for developing materials of actual construction. knowledge related to language processing and artificial intelligence. Students perform these exercises within an immersive environment in which teachers and other students can interact. Mechatronics engineering Institution: University of Warwick Country: UK Description: The soware Autodesk Inventor projects in 3D a simulation of an automobile engine with several options for its installation and operation. Students can test the e ects and measurements of each of the mechanisms and, therefore, make better design and modeling decisions for this type of engines.

Observatory of Educational Tecnológico Page 25 Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in New trends impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge Collective interactive environments Development of wearables potential and a future in the areas of Basic Medical The development of VR videogames and AR apps has The AR and VR market is evolving towards devices that are Sciences. The most important findings were: evolved from the first individual uses toward a multi-user increasingly easier to carry. The next step, already under experience in which several players or participants interact development, is to integrate these devices into objects that 86% of students said they very much enjoyed the practical in these digitalized scenarios. In terms of learning, this we can wear, known as Wearables, such as smart glasses, sessions and would attend even if they did not have any makes it possible to create activities centered on contact lenses, bracelets or watches. These devices could grade value. 94% confirmed that it helped them a lot to collaboration. Surgical simulation exercises performed be interconnected wirelessly to other digital devices, understand the three-dimensional aspects of human simultaneously by teams of medical students or gymkhanas integrating our human experiences into an environment anatomy, which has always been a need for students who in tourist spaces or university campuses are just the start of where reality and virtuality are constantly interchanging study this course. Approximately 50% mentioned that it a world yet to be explored. data and reactions. So far, one of the obstacles of these helped them to learn physiology, even though the devices has been their high cost and lack of ergonomics, application does not address these concepts. Another Integration of artificial intelligence and the human brain but multimillion investments by major technology The nonstop evolution toward a human reality increasingly companies in the development of new prototypes assisted by digital technology brings us closer to one of make it hard to imagine that these challenges cannot humanity’s dreams or nightmares: the era of homo cyborg. be overcome in the short term. Specifically, the company Neuralink, recently relaunched by Elon Musk, is investigating the possibilities of connecting the Blend of Virtual Reality and Augmented Reality human brain to digital applications that would add Some companies have announced their projects that blend information or depleted operating functions. The objective both tools. Intel, for example, presented the device with of the project is to drive cognitive human capacities through which they are foraying into the world of immersive brain implants. Although, the current early experimentation entertainment. Project Alloy is an HMD that merges Virtual stage focuses on treating neurological diseases such as Reality and Augmented Reality and is an independent epilepsy or Alzheimer, it is actually di icult to foresee what hardware that does not need any sort of external CPU its evolution and applications could be. to function, in other words, it functions autonomously. The 3D cameras in the lenses capture the user’s hands, Collaborative design of digital applications by students thus o ering the possibility of interacting with the virtual The systems for creating AR and enriching virtual models scenario or introducing elements of the real world into the are increasingly simple and do not currently demand digital environment. specialized knowledge of programming. This allows educational systems to involve students in the co-design of Geolocation these resources, making them not only consumers, but also The use of AR and VR in geolocation simplifies and educational “prosumers”. An example consists of the AR automates common tasks, since Augmented Reality tourist applications that allow users to add information to makes it possible to overlay digital information in the real the app. environment and implies a huge improvement to the e ectiveness of visual interfaces for training, maintenance and service needs in smart environments (such as smart cities). Meanwhile, Virtual Reality makes it possible to use digital environments in training for complex or dangerous activities and in supervising control center processes and operations (such as infrastructure management).

Observatory Page 26 of Educational Tecnológico Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in A critical look impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common Several issues indicate that learning practices behind. Given the satisfactory results obtained, the Department of not everything about Augmented Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching Reality and Virtual Reality teacher will be complemented with practical sessions in support technologies, and also to include it in the courses is positive in relation to the the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. use of technology, as can academic responsible for the course. Each practical session completed by students was recorded and delivered as part be seen below: of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were: The cost of 86% of students said they very much enjoyed the practical producing electronic sessions and would attend even if they did not have any RA devices with AR and VR grade value. 94% confirmed that it helped them a lot to can be prohibitive; understand the three-dimensional aspects of human AR consequently, generating anatomy, which has always been a need for students who an immersion experience study this course. Approximately 50% mentioned that it is di icult. The technology helped them to learn physiology, even though the for creating such application does not address these concepts. Another experiences is new and VR experimental, meaning RV that in the field of education there are still several aspects related to learning that need to be investigated Collecting and and analyzed. containing information on everything needed to implement Augmented Reality and Virtual Reality requires a great deal Very oen, of time and e ort. human beings no longer communicate face-to-face and The data processing virtual relationships are becoming speed required is extremely increasingly preponderant, high in comparison with today’s which can generate uncertainty, most popular electronic devices. weak a ective ties, banalization This is due to the fact that all the and escapism. This situation images captured on video need could be significantly to be analyzed in order to accentuated with the use The consequences recognize them and perform of AR and VR. of training in a VR environment the respective actions that are not the same as training subsequently emerge. and working in the real world. This means that even if someone works well with simulated tasks in a VR environment, that same person might not do so well in the real world.

Observatory of Educational Tecnológico Page 27 Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Challenges impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical VR sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another AR The challenges faced by Virtual Reality and Augmented Reality mainly lie in reducing the costs of the hardware and soware required to implement these technological tools in education.

Nevertheless, the experience of some organizations o ers a holistic view of the challenges faced:

Observatory Page 28 of Educational Tecnológico Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Generation of excessive expectations. Sometimes people impossible or di icult to achieve with traditional teaching teams. speculate that every single action that can be performed methods. This has enabled us to evolve and leave common in reality can also be executed in virtual environments. learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to In this respect, it is important to carry out all the necessary Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching procedures to achieve coherence between the virtual world teacher will be complemented with practical sessions in support technologies, and also to include it in the courses 1 and the real world. the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out. The development of skills in specific fields and according to each individual’s needs. The results of a survey administered at the end of the course supported our idea that this technology has huge 2 potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical Current limitations in the development of more sessions and would attend even if they did not have any and better apps and learning outcomes with AR and VR. grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who 3 study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the Reduction of the educational digital gap between application does not address these concepts. Another institutions, regions and social sectors with access to AR and VR technology and those that do not yet have the 4 same technological opportunities or capacities.

The learning curve for teachers and students 5 (Cadavieco and Pascual, 2017).

They are developed around diverse areas of knowledge, 6 seeking to become transdisciplinary tools.

Technology is fast faced, so the changes in the electronic devices that give life to this type 7 of tools are updated at high speed.

Observatory of Educational Tecnológico Page 29 Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Recommended impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common actions for teachers learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching In education, Augmented Reality and Virtual Reality have been adopted teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. as the leading trends in educational technology. There are several applications academic responsible for the course. Each practical session completed by students was recorded and delivered as part in the area that are based on these tools, which are used inside and outside of their assessment evidence. Teacher-student interactive the classroom. For example, projects are used in the classroom to complement reinforcement sessions were also carried out. activities or the protagonists of the same, where students and teachers The results of a survey administered at the end of the course supported our idea that this technology has huge are normally the ones who generate the information shared. potential and a future in the areas of Basic Medical Sciences. The most important findings were:

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who A study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the B application does not address these concepts. Another C

D E

The Observatory of Educational Innovation proposes the following recommendations for teachers regarding the implementation of AR and VR in their classrooms:

Observatory Page 30 of Educational Tecnológico Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Make sure that the technology of the impossible or di icult to achieve with traditional teaching teams. hardware and soware are optimal and The electronic devices you recommend methods. This has enabled us to evolve and leave common match the demands of your subject’s for a specific class must be comfortable learning practices behind. Given the satisfactory results obtained, the Department of 1 content. The devices must have the 2 for users, i.e. not make students tired Basic Sciences of the School of Medicine decided to appropriate sensors and preferably or physically exhausted. Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching high-resolution screens. teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out.

The results of a survey administered at the end of the course supported our idea that this technology has huge Teachers must oversee the connectivity and compatibility aspects of the devices Check that students can easily interact potential and a future in the areas of Basic Medical 3 4 with complex information. Sciences. The most important findings were: used in the classroom.

86% of students said they very much enjoyed the practical sessions and would attend even if they did not have any grade value. 94% confirmed that it helped them a lot to understand the three-dimensional aspects of human anatomy, which has always been a need for students who study this course. Approximately 50% mentioned that it helped them to learn physiology, even though the application does not address these concepts. Another An excellent strategy for stimulating Activities must be designed in such learning is to generate debates based 5 a way that students can interact and 6 on what has been observed in the real form part of the narrative that leads them. world and in the virtual world.

The optimal use of tools makes it possible to complement the topics studied in the classroom and, therefore, Collaborative activities help to construct 7 the use of services such as geolocation 8 knowledge based on teamwork. (GPS or compass) or triggers (QR codes) is recommended.

Foment social relationships 9 among students. 10 Motivate learning by doing.

Observatory of Educational Tecnológico Page 31 Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Recommended actions impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common for academic leaders learning practices behind. Given the satisfactory results obtained, the Department of Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses To implement Augmented Reality and Virtual Reality in educational institutions, the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic leaders should address the following aspects: academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out. The results of a survey administered at the end of the 1 course supported our idea that this technology has huge potential and a future in the areas of Basic Medical Sciences. The most important findings were: O er facilities for students to access the electronic devices required 86% of students said they very much enjoyed the practical to put the activities related sessions and would attend even if they did not have any to these technologies Promote the incorporation 2 grade value. 94% confirmed that it helped them a lot to 8 Generate into practice. the concentration of AR and VR in understand the three-dimensional aspects of human projects related to anatomy, which has always been a need for students who of work documents and reports in an challenge-based learning study this course. Approximately 50% mentioned that it institutional repository to make educational helped them to learn physiology, even though the where improvement actions innovation an application does not address these concepts. Another can be consulted. institutional priority.

Create spaces for exchange to encourage teachers to share their experiences with AR Promote virtual implementing these journeys as part of the 7 educational tools, the programs of study. 3 reasons for the success of the projects they tackled or the limitations they faced. VR

Facilitate teacher Provide teachers training so that classical with experimentation face-to-face education can environments for the be combined with these instrumentation immersive methods which of projects that integrate link computer-created these trends. Create a team trained 3D environments. in pedagogical and technological aspects to produce 6 content based 4 on AR and VR. 5

Observatory Page 32 of Educational Tecnológico Innovation de Monterrey To determine the preliminary project results, we The Immersive Technology project of Tecnológico de Practical activities were developed in the course Industrial administered an opinion survey to a couple of groups Monterrey in León is based on the pillars of the Educational Network Projects and the elective course Advanced who were shown the application. Of the 38 students who Model Tec 21 and on the evolutionary process of Industrial Automation that enable students to understand participated, 84% commented that this tool is an excellent technology in education. It focuses on providing interactive and develop virtual environments for the area of academic support; 80% believe that it can help them to and experiential learning experiences that captivate and manufacturing. In addition, students integrate virtual improve their academic performance in the course; 82% motivate students, while engaging them in their learning environments with physical control elements giving rise to said that they would have liked to study cell structure and process through challenges in Virtual Reality, with the the so-called cyber-physical systems. functions with this application; and 82% consider that it teachers as the main promoters of this technology. has an appealing interface. At the start of the project, training is provided on the use of The aim is to obtain valuable information from users the computer platforms and existing methodologies to Professor Manuel E. Macías through training workshops for students and faculty and generate cyber-physical systems and virtual environments. [email protected] implementations in the classroom, in the initial stages of These stages consist of: Digitalizing in three dimensions a the process of adopting immersive technologies in Monterrey manufacturing or assembly process (NX, Catia, etc.); education, in order to facilitate their appropriate determining the functioning logic of the process and Professor Antonio Vallejo G. implementation and exploit all their potential based on the developing a pilot control program using the guide mode [email protected] perceptions and needs of the campus’s educational start and stop (GEMMA); generating the virtual environment Laguna community. The project was based on Google Cardboard, in which each component of the computerized drawing is which makes it possible to experience Virtual Reality in a given a specific function according to the physical process, Tecnológico de Monterrey developed an educational simple, inexpensive manner. such as: sensors, actuators, control or static elements laboratory platform with Virtual Reality machines, in (support). The computer platforms used in these response to low-cost laboratory equipment needs and as a Using Google Cardboard, in the Trigonometry course, assignments are Solidworks, Delmia Automation, high-tech educational resource that enables students to students had the opportunity to visit di erent places, such Tecnomatix or NX. validate their knowledge and acquire new competencies in as Paris and Tokyo. They worked in pairs, with one student leadership, teamwork, etc. in charge of reading the instructions and narrating to Aerwards, the virtual environment is integrated with a his/her partner what he/she should be seeing through simulated control element, such as the PLC SIEMENS The courses Industrial Networks, Industrial Network Google Cardboard. In the process, the partner is asked to (PLCSIM) simulator. At this stage, students refine the pilot Projects and Integrated Manufacturing Systems used the look at the top of a building, for example the Ei el Tower. control program, by observing and comparing the behavior automation laboratory with Virtual Reality machines that In this position, the student who is reading the instructions of the virtual process with the real process; the control enable students to interact with virtual models that are measures the degree of inclination of the cardboard using program is uploaded, refined in the virtual environment, to connected to real industrial equipment. These machines the Winkelmesser LITE application. Students then used the PLC. The latter is the controller of the real process. The simulate diverse industrial processes, such as an industrial trigonometry to find how far they were from the place, process must be executed without errors, since the warehouse, a machining cell, a sorting machine and an knowing the height of the building. program refining was executed in the virtual environment. Professor Gloria Astrid Garnica Correa elevator. [email protected] Despite the mishaps that might occur in a session that uses Finally, a communication system is generated that allows this technology, based on my experience I can confirm that Professor Yéssica Betzabe Contreras Fuentes This laboratory allows students to view and observe the the virtual environment to exchange data with a PLC is well received by students and teachers alike, with 88% of control element. The OPC (OLE for Process Control) [email protected] behavior of diverse actuators and sensors and then program an automation sequence, requested by the students and 90% of teachers wanting to have another communication mode is used and communication Hidalgo teacher. Virtual Reality machines make it possible to enjoy virtual reality experience in their classes. Moreover, 82% of between the PLC and the virtual environment is verified, more interactive laboratories and o er a wide variety of students and 85% of teachers perceived value in Virtual producing the cyber-physical system. In this way, the To facilitate student learning in the course Fundamentals automation practices for students. Reality as a support in the teaching-learning process, which virtual environment turns into a monitoring system that of Life Science, an app was designed and developed using helps us to detect an alignment between the way students replicates and modifies the behavior of the real process. Virtual Reality, which contains animal and plant cells and The implementation of this low-cost laboratory is an and teachers feel about immersive technologies and sets makes it possible to view their components and structure. attractive option for equipping automation and process the standard for a greater promotion. Professor Ricardo Treviño González With the help of this application, the learning process control laboratories. Virtual reality machines have had an Monterrey changed from being abstract to become an experiential enormous impact on engineering students, given the Professor Luis Villagómez Guerrero Ing. Jorge Alberto González López learning experience. The novelty of this project consisted of diversity of technologies implied in their development, and [email protected] transporting students to a microscopic level with a virtual Academic and Educational Innovation Vice-rectory the diversity of practical activities that can be developed. Cuernavaca journey inside the cell and its components. Students experience an active, visual learning and teamwork, where, apart from the knowledge inherent to Professor Virgilio Vásquez López During the summer of 2017, the Department of Basic The impact on learning centered on the identification of the course, they also acquire leadership, critical-thinking, [email protected] Sciences of the School of Medicine decided to incorporate the parts of a cell and the functions of each organelle, problem-solving and collaborative-work competencies. Karina Romero Galíndez the Virtual Reality application 3D Organon VR Anatomy into through close-ups with 3D images to gain a greater [email protected] its learning support tools for the course Musculoskeletal understanding of cell biology. The application used is and Digestive Systems. Virtual Reality technology has Professor Christopher González Delgado called “VC Trip Cardboard”, a free app available on iOS, Eduardo Ramos Sánchez allowed us to enrich our students’ learning, since it creates Google Play and Oculus Store. The experience made [email protected] [email protected] a simulated real environment where students find out students feel immersed in another reality through the use Professor Joaquín Elorza Tena Estado de México about the di erent systems of the human body: Muscular, of special equipment, such as: visors, the app on their cell joaquí[email protected] phone and headsets. León

Digestive, Nervous, Skeletal, among others. In addition, interesting piece of data is that 60% of students would students have the opportunity to view close up the real agree to attend a practical session alone, thus confirming dimensions of organs and muscles that might have been the need for the practical sessions to be completed in Credits and impossible or di icult to achieve with traditional teaching teams. methods. This has enabled us to evolve and leave common learning practices behind. Given the satisfactory results obtained, the Department of Acknowledgements Basic Sciences of the School of Medicine decided to Classes were structured so that the topics seen with the continue with the incorporation of this type of teaching teacher will be complemented with practical sessions in support technologies, and also to include it in the courses the Virtual Reality laboratory, which were designed by the Basic Morphophysiology and Biocontrol Systems. academic responsible for the course. Each practical session completed by students was recorded and delivered as part of their assessment evidence. Teacher-student interactive reinforcement sessions were also carried out. Observatory Acknowledgements Team • Jonathan Velázquez García The results of a survey administered at the end of the • José Escamilla • Elizabeth Griselda Toriz García course supported our idea that this technology has huge • Esteban Venegas • Rosa María Concepción Murillo Torres potential and a future in the areas of Basic Medical • Katiuska Fernández • Gerardo Ezequiel Magdaleno Hernández Sciences. The most important findings were: • Karina Fuerte • Lourdes del Carmen Orozco Saldaña 86% of students said they very much enjoyed the practical • Rubí Román • Rosalino Rodríguez Calderón sessions and would attend even if they did not have any • Gabriela Abrego • Gloria Astrid Garnica Correa grade value. 94% confirmed that it helped them a lot to • Alejandro Murillo • Yéssica Betzabe Contreras Fuentes understand the three-dimensional aspects of human • Christian Guijosa • Manuel E. Macías anatomy, which has always been a need for students who • Antonio Vallejo G. study this course. Approximately 50% mentioned that it • Christopher González Delgado helped them to learn physiology, even though the • Joaquín Elorza Tena application does not address these concepts. Another • Luis Villagómez Guerrero • Virgilio Vásquez López • Karina Romero Galíndez • Eduardo Ramos Sánchez • Ricardo Treviño González • Jorge Alberto González López

Special Collaborator • Sergio Reyes-Angona

UNIVERSITIES

Observatory of Educational Tecnológico Page 33 Innovation de Monterrey References

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