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Realidad Virtual Inmersiva En Facebook Spaces: Análisis Del Grado De Interacción Oral Y Copresencia En Un Curso Online De Español Como Lengua Extranjera

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Realidad Virtual Inmersiva En Facebook Spaces: Análisis Del Grado De Interacción Oral Y Copresencia En Un Curso Online De Español Como Lengua Extranjera UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN TESIS DOCTORAL Realidad virtual inmersiva en Facebook Spaces: análisis del grado de interacción oral y copresencia en un curso online de español como lengua extranjera MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Borja Herrera López Directoras Isabel García Parejo Sabela Melchor-Couto Madrid © Borja Herrera López, 2020 UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN TESIS DOCTORAL Realidad virtual inmersiva en Facebook Spaces: análisis del grado de interacción oral y copresencia en un curso online de español como lengua extranjera MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Borja Herrera López DIRECTORAS Dra. Isabel García Parejo Dra. Sabela Melchor-Couto UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN DEPARTAMENTO DE DIDÁCTICA DE LAS LENGUAS, ARTES Y EDUCACIÓN FÍSICA TESIS DOCTORAL Realidad virtual inmersiva en Facebook Spaces: análisis del grado de interacción oral y copresencia en un curso online de español como lengua extranjera MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Borja Herrera López DIRECTORAS Dra. Isabel García Parejo Dra. Sabela Melchor-Couto Madrid, 2020 Agradecimientos Quiero agradecer a todas las personas que de alguna u otra manera me han acompañado durante el largo proceso de elaboración de esta tesis. De manera especial a mi familia, por creer siempre en mí. A Sabela Melchor-Couto e Isabel García Parejo que, sin conocerme de nada, aceptaron tutorizarme. Y a ti, Marina, parte de este trabajo es también tuyo. Tabla de contenidos Lista de tablas ........................................................................................................................................ iv Lista de figuras ........................................................................................................................................ v Lista de extractos ................................................................................................................................. viii Lista de siglas y acrónimos ..................................................................................................................... x Resumen ................................................................................................................................................ xii INTRODUCCIÓN ................................................................................................................................ 1 1. Interés de la investigación: realidad virtual inmersiva y educación ................................................ 3 1.1. Investigaciones previas sobre RVI y enseñanza de lenguas .................................................... 4 1.2. Uso potencial de la RVI en los cursos de español como lengua extranjera ............................. 5 1.3. Generalización de dispositivos de HMD ................................................................................. 6 2. Propósito y objetivos de la investigación ........................................................................................ 8 3. Estructura de la tesis ........................................................................................................................ 9 PRIMERA PARTE: MARCO TEÓRICO ....................................................................................... 12 CAPÍTULO 1: EDUCACIÓN A DISTANCIA, UNDE VINISTI, QUO VADIS? ............................................... 12 1.1. El concepto de educación a distancia .................................................................................... 13 1.1.1. Precisiones terminológicas ............................................................................................ 13 1.1.2. Caracterizaciones de la educación a distancia ............................................................... 16 1.2. Génesis y evolución de la educación a distancia ................................................................... 22 1.2.1. Perspectiva basada en la innovación tecnológica .......................................................... 22 1.2.2. Perspectiva pedagógica .................................................................................................. 27 1.2.3. Perspectiva teórica: de la era industrial a la postindustrial ............................................ 30 1.3. La educación a distancia en el siglo XXI: la educación online ............................................. 37 1.3.1. Sistemas de comunicación mediada por ordenador ....................................................... 40 1.3.1.1. Sistemas asincrónicos ............................................................................................. 41 1.3.1.2. Sistemas sincrónicos ............................................................................................... 48 1.3.1.3. Otros sistemas ......................................................................................................... 54 1.4. Resumen ................................................................................................................................ 57 CAPÍTULO 2: LA ENSEÑANZA DE IDIOMAS EXTRANJEROS ................................................................ 59 2.1. Evolución metodológica ........................................................................................................ 59 2.1.1. De los enfoques tradicionales al enfoque comunicativo ................................................ 60 2.1.2. La enseñanza comunicativa: origen y presente .............................................................. 62 2.2. La enseñanza de idiomas a distancia ..................................................................................... 66 2.2.1. Desde sus inicios hasta la llegada de internet ................................................................ 67 2.2.2. La enseñanza de idiomas a distancia en el siglo XXI .................................................... 71 2.2.2.1. La Enseñanza de Idiomas Asistida por Ordenador ................................................. 71 2.2.2.2. Formatos en la enseñanza de idiomas a distancia ................................................... 75 2.3. Resumen ................................................................................................................................ 78 CAPÍTULO 3: EL CONCEPTO DE PRESENCIA ....................................................................................... 80 3.1. Tipos de presencia ................................................................................................................. 80 3.2. Copresencia ........................................................................................................................... 87 3.3. Telepresencia espacial ........................................................................................................... 91 3.4. Resumen ................................................................................................................................ 95 i CAPÍTULO 4: LA REALIDAD VIRTUAL INMERSIVA ............................................................................ 96 4.1. Aclaraciones terminológicas ................................................................................................. 96 4.1.1. Realidad virtual: definición y taxonomía ....................................................................... 96 4.1.2. La realidad virtual y las otras realidades ........................................................................ 99 4.2. Head Mounted Display: la tecnología de realidad virtual inmersiva................................... 102 4.2.1. De los orígenes a los dispositivos actuales .................................................................. 102 4.2.2. Dispositivos actuales: tipología y características ......................................................... 112 4.3. Taxonomía de aplicaciones de RVI para la enseñanza de segundas lenguas. ..................... 118 4.3.1. Aplicaciones de teleconferencia .................................................................................. 119 4.3.2. Mundos virtuales.......................................................................................................... 122 4.3.3. Simuladores situacionales ............................................................................................ 123 4.4. Facebook Spaces ................................................................................................................. 124 4.5. Resumen .............................................................................................................................. 129 SEGUNDA PARTE: ESTUDIO EMPÍRICO SOBRE LAS INTERACCIONES DE UN CURSO DE ESPAÑOL EN ENTORNOS MEDIADOS A TRAVÉS DE HMD Y VIDEOCÁMARA .... 131 CAPÍTULO 5: DISEÑO DE LA INVESTIGACIÓN .................................................................................. 131 5.1. Motivación y objetivos ........................................................................................................ 131 5.2. Hipótesis .............................................................................................................................. 133 5.3. Participantes ........................................................................................................................ 134 5.3.1. Diseño inicial y proceso de selección .......................................................................... 134 5.3.2. Muestra .......................................................................................................................
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