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[EN] This paper presents the introduction of infographics in two courses during the academic year 2020-2021. These courses are from bachelor studies in a faculty of Business Administration and Management. This type of visualization was used by students as a support for summarising and communicating their ideas. To do it, different tasks were designed and some applications were proved by students. The experiences explained include the learning objectives that were settled, the activities designed, and the pros and cons of the applications used. An infographic is a visualization that offers a combination of image, text and chart. This enables grouping STEAM competences in a same task while improving communication skills of students. In the experiences described in this papers, image (arts), data (maths) and text are combined to reinforce the data included. Moreover, technology is incorporated through infographic applications as a digital support for students in online sessions. Another advantage of an infographic is that it allows to transmit important information in a visual and easy way, which facilitates the reader to understand the message even when it is supported by scientific rigor. If its power to illustrate more complete stories is considered, the reason why its use has been extended in the last decade to communicate many different topics, such as data about health, environment and sciences, is clear. When designing an infographic, the three main features to be considered in its structure are the content, the visual and the story. With respect to the content, it is important to consider the target of the infographic, the main where it will be displayed and the order that the story will be explained. The visual aspect will help to communicate the content. For example, using some icons to stablish an order in the story. Making use of different size in letters, might highlight the main sentences in the visual. The story will help to understand the information to

[Otros] This text analyses the result of the application of infographics as a teaching tool in university teaching. In this case, this study focuses on the analysis of the results obtained from this educational innovation used to deliver the subject ¿Introduction to the Conservation and Restoration of golds and polychromies¿ as part of the Degree in Conservation and Restoration of Cultural Heritage at the Universitat Politècnica de València. Infographics are presented as a visual, attractive, didactic and dynamic ICT tool, considered to be very useful, as it contains complex content in diagrams, which follow current social visual codes and can provide a service applicable to many disciplines, if it focuses on the direction of information transfer in teaching. The aim of this study is to assess the results obtained after the application of individual and group infographics, as an element of evaluation of content acquisition, combined with other teaching techniques. The students' own assessment is taken into account, focusing the study on whether it has been useful for their learning, if it helped them synthesize content and develop their practical and critical thinking.

[EN] In this work we present the results of encouraging creativity in a Master subject where its thematic, research methodologies, could be sometimes quite academic for the students. The first objective in this experience was to apply a STEAM (science, technology, engineering, arts and mathematics) competence, Science, by means of giving freedom to the students to select a topic of interest and create research questions about it. The second objective, one the literature review was developed, was to apply a second STEAM competence, Arts & Design, using a digital tool for representing their analysis in a creative way. For doing so, we decided to present them different infographic open applications that help them to represent their study. But again, we did not provide a compulsory template or graphic, letting them to explore the tool and to select the way of representing their results. As we observed, the level of creativity was different depending on the student but all of them made the effort to use the tool. Moreover, we suggested a second tool, the visualization of literature maps with software tools, in order to explore future research gaps of interest. At the end of the experience, we delivered a questionnaire to the students to review all the STEAM competences, including creativity within Science and Arts & Design. The work that we present is developed within two educational innovation and improvement projects of the Universitat Politècnica de València (UPV). They are composed by professors from two departments, Management and Conservation & Restoration of Cultural Heritage, to achieve synergies that allow us to cover all STEAM strategies. In the first project, ¿Applying STEAM strategies in the areas of Social Sciences and Art¿, we propose in our subjects the development of Science, Technology, Enginnering, Arts & Design and Maths competences. In this case, we have focused on: being able to establish research questions/hypotheses (Science competence) and to prop

[ES] Este trabajo consiste en la ideación y producción de un video explicativo para la web del Servicio Integrado de Empleo. Se explica la técnica de motion graphics y los aspectos que deben quedar claros antes de realizar la animación. También se incide en el workflow entre los programas de Adobe Suite para el intercambio de archivos e imágenes de la manera más eficiente y no destructiva posible, poniendo atención en posibles modificaciones por parte del cliente. Se detalla el proceso de producción dentro del programa After Effects y se explica técnicas de animación, expresiones, plugins útiles, fundamentos de composición y jerarquía de elementos. También se ofrece consejos y buenas maneras para mantener el proyecto organizado durante y después de la producción., [EN] The main theme is to design and produce an informative video for a third party client. I explain the motion graphics technique and all the stuff that needs to be prepared before entering production. I also study the workflow among Adobe programms to be able to exchange images, charachters and other objets in an efficient and non-destrutive way. Also, I want to work taking care of future modifications, so i can come back to the Project and change anything quickly and easily. I explain the production process inside After Effects and animation techniques, use of expressions, useful plug-ins, staging and elements hierarchy. I also offer tips and advices about how to maintain an organized project and assets.

[EN] In this work we present the results of encouraging creativity in a Master subject where its thematic, research methodologies, could be sometimes quite academic for the students. The first objective in this experience was to apply a STEAM (science, technology, engineering, arts and mathematics) competence, Science, by means of giving freedom to the students to select a topic of interest and create research questions about it. The second objective, one the literature review was developed, was to apply a second STEAM competence, Arts & Design, using a digital tool for representing their analysis in a creative way. For doing so, we decided to present them different infographic open applications that help them to represent their study. But again, we did not provide a compulsory template or graphic, letting them to explore the tool and to select the way of representing their results. As we observed, the level of creativity was different depending on the student but all of them made the effort to use the tool. Moreover, we suggested a second tool, the visualization of literature maps with software tools, in order to explore future research gaps of interest. At the end of the experience, we delivered a questionnaire to the students to review all the STEAM competences, including creativity within Science and Arts & Design. The work that we present is developed within two educational innovation and improvement projects of the Universitat Politècnica de València (UPV). They are composed by professors from two departments, Management and Conservation & Restoration of Cultural Heritage, to achieve synergies that allow us to cover all STEAM strategies. In the first project, ¿Applying STEAM strategies in the areas of Social Sciences and Art¿, we propose in our subjects the development of Science, Technology, Enginnering, Arts & Design and Maths competences. In this case, we have focused on: being able to establish research questions/hypotheses (Science competence) and to prop

[EN] This paper presents the introduction of infographics in two courses during the academic year 2020-2021. These courses are from bachelor studies in a faculty of Business Administration and Management. This type of visualization was used by students as a support for summarising and communicating their ideas. To do it, different tasks were designed and some applications were proved by students. The experiences explained include the learning objectives that were settled, the activities designed, and the pros and cons of the applications used. An infographic is a visualization that offers a combination of image, text and chart. This enables grouping STEAM competences in a same task while improving communication skills of students. In the experiences described in this papers, image (arts), data (maths) and text are combined to reinforce the data included. Moreover, technology is incorporated through infographic applications as a digital support for students in online sessions. Another advantage of an infographic is that it allows to transmit important information in a visual and easy way, which facilitates the reader to understand the message even when it is supported by scientific rigor. If its power to illustrate more complete stories is considered, the reason why its use has been extended in the last decade to communicate many different topics, such as data about health, environment and sciences, is clear. When designing an infographic, the three main features to be considered in its structure are the content, the visual and the story. With respect to the content, it is important to consider the target of the infographic, the main where it will be displayed and the order that the story will be explained. The visual aspect will help to communicate the content. For example, using some icons to stablish an order in the story. Making use of different size in letters, might highlight the main sentences in the visual. The story will help to understand the information to

[Otros] This text analyses the result of the application of infographics as a teaching tool in university teaching. In this case, this study focuses on the analysis of the results obtained from this educational innovation used to deliver the subject ¿Introduction to the Conservation and Restoration of golds and polychromies¿ as part of the Degree in Conservation and Restoration of Cultural Heritage at the Universitat Politècnica de València. Infographics are presented as a visual, attractive, didactic and dynamic ICT tool, considered to be very useful, as it contains complex content in diagrams, which follow current social visual codes and can provide a service applicable to many disciplines, if it focuses on the direction of information transfer in teaching. The aim of this study is to assess the results obtained after the application of individual and group infographics, as an element of evaluation of content acquisition, combined with other teaching techniques. The students' own assessment is taken into account, focusing the study on whether it has been useful for their learning, if it helped them synthesize content and develop their practical and critical thinking.

[ES] Este trabajo consiste en la ideación y producción de un video explicativo para la web del Servicio Integrado de Empleo. Se explica la técnica de motion graphics y los aspectos que deben quedar claros antes de realizar la animación. También se incide en el workflow entre los programas de Adobe Suite para el intercambio de archivos e imágenes de la manera más eficiente y no destructiva posible, poniendo atención en posibles modificaciones por parte del cliente. Se detalla el proceso de producción dentro del programa After Effects y se explica técnicas de animación, expresiones, plugins útiles, fundamentos de composición y jerarquía de elementos. También se ofrece consejos y buenas maneras para mantener el proyecto organizado durante y después de la producción., [EN] The main theme is to design and produce an informative video for a third party client. I explain the motion graphics technique and all the stuff that needs to be prepared before entering production. I also study the workflow among Adobe programms to be able to exchange images, charachters and other objets in an efficient and non-destrutive way. Also, I want to work taking care of future modifications, so i can come back to the Project and change anything quickly and easily. I explain the production process inside After Effects and animation techniques, use of expressions, useful plug-ins, staging and elements hierarchy. I also offer tips and advices about how to maintain an organized project and assets.

[ES] Este trabajo consiste en la ideación y producción de un video explicativo para la web del Servicio Integrado de Empleo. Se explica la técnica de motion graphics y los aspectos que deben quedar claros antes de realizar la animación. También se incide en el workflow entre los programas de Adobe Suite para el intercambio de archivos e imágenes de la manera más eficiente y no destructiva posible, poniendo atención en posibles modificaciones por parte del cliente. Se detalla el proceso de producción dentro del programa After Effects y se explica técnicas de animación, expresiones, plugins útiles, fundamentos de composición y jerarquía de elementos. También se ofrece consejos y buenas maneras para mantener el proyecto organizado durante y después de la producción., [EN] The main theme is to design and produce an informative video for a third party client. I explain the motion graphics technique and all the stuff that needs to be prepared before entering production. I also study the workflow among Adobe programms to be able to exchange images, charachters and other objets in an efficient and non-destrutive way. Also, I want to work taking care of future modifications, so i can come back to the Project and change anything quickly and easily. I explain the production process inside After Effects and animation techniques, use of expressions, useful plug-ins, staging and elements hierarchy. I also offer tips and advices about how to maintain an organized project and assets.

[ES] Como sustitución de la clase magistral, en la sesión dedicada a tratar las características de “dietas occidentales de moda” de la asignatura optativa 34493-Alimentación y Dietética del Grado en Medicina de la Universitat de Valencia, se utilizaron infografías previamente diseñadas por los estudiantes. Con esta iniciativa se pretendía mejorar la participación del alumnado en la asignatura, además de profundizar en la materia, mejorar sus habilidades digitales y de búsqueda y síntesis de información. Esta propuesta fue bien valorada por el estudiantado, que mostró su preferencia por esta forma de trabajar frente a la clase magistral. Además, opinó que la actividad mejoraba su capacidad de transmitir información, de trabajar en equipo, su capacidad crítica y autocrítica y que resultaba muy entretenida. A partir de esta experiencia se podría concluir que la infografía es una herramienta útil para el abordaje de varios temas dentro del grado de Medicina., [EN] As a substitute for the master class, infographics previously designed by the students were used in the session dedicated to treating the characteristics of "fashionable western diets" of the optional subject 34493-Food and Dietetics of the Bachelor Degree in Medicine at the Universitat de Valencia. This initiative was intended to improve student participation in the subject, in addition to deepening the subject, improving their digital skills and the search and synthesis of information. This proposal was well appreciated by the students, who showed their preference for this way of working compared to the master class. In addition, they said that the activity improved their ability to transmit information, to work as a team, their critical and self-critical capacity and that it was very entertaining. From this experience, it could be concluded that infographics are a useful tool for addressing various topics within the Medicine degree.

[ES] Como sustitución de la clase magistral, en la sesión dedicada a tratar las características de “dietas occidentales de moda” de la asignatura optativa 34493-Alimentación y Dietética del Grado en Medicina de la Universitat de Valencia, se utilizaron infografías previamente diseñadas por los estudiantes. Con esta iniciativa se pretendía mejorar la participación del alumnado en la asignatura, además de profundizar en la materia, mejorar sus habilidades digitales y de búsqueda y síntesis de información. Esta propuesta fue bien valorada por el estudiantado, que mostró su preferencia por esta forma de trabajar frente a la clase magistral. Además, opinó que la actividad mejoraba su capacidad de transmitir información, de trabajar en equipo, su capacidad crítica y autocrítica y que resultaba muy entretenida. A partir de esta experiencia se podría concluir que la infografía es una herramienta útil para el abordaje de varios temas dentro del grado de Medicina., [EN] As a substitute for the master class, infographics previously designed by the students were used in the session dedicated to treating the characteristics of "fashionable western diets" of the optional subject 34493-Food and Dietetics of the Bachelor Degree in Medicine at the Universitat de Valencia. This initiative was intended to improve student participation in the subject, in addition to deepening the subject, improving their digital skills and the search and synthesis of information. This proposal was well appreciated by the students, who showed their preference for this way of working compared to the master class. In addition, they said that the activity improved their ability to transmit information, to work as a team, their critical and self-critical capacity and that it was very entertaining. From this experience, it could be concluded that infographics are a useful tool for addressing various topics within the Medicine degree.

[ES] Como sustitución de la clase magistral, en la sesión dedicada a tratar las características de “dietas occidentales de moda” de la asignatura optativa 34493-Alimentación y Dietética del Grado en Medicina de la Universitat de Valencia, se utilizaron infografías previamente diseñadas por los estudiantes. Con esta iniciativa se pretendía mejorar la participación del alumnado en la asignatura, además de profundizar en la materia, mejorar sus habilidades digitales y de búsqueda y síntesis de información. Esta propuesta fue bien valorada por el estudiantado, que mostró su preferencia por esta forma de trabajar frente a la clase magistral. Además, opinó que la actividad mejoraba su capacidad de transmitir información, de trabajar en equipo, su capacidad crítica y autocrítica y que resultaba muy entretenida. A partir de esta experiencia se podría concluir que la infografía es una herramienta útil para el abordaje de varios temas dentro del grado de Medicina., [EN] As a substitute for the master class, infographics previously designed by the students were used in the session dedicated to treating the characteristics of "fashionable western diets" of the optional subject 34493-Food and Dietetics of the Bachelor Degree in Medicine at the Universitat de Valencia. This initiative was intended to improve student participation in the subject, in addition to deepening the subject, improving their digital skills and the search and synthesis of information. This proposal was well appreciated by the students, who showed their preference for this way of working compared to the master class. In addition, they said that the activity improved their ability to transmit information, to work as a team, their critical and self-critical capacity and that it was very entertaining. From this experience, it could be concluded that infographics are a useful tool for addressing various topics within the Medicine degree.

[ES] Como sustitución de la clase magistral, en la sesión dedicada a tratar las características de “dietas occidentales de moda” de la asignatura optativa 34493-Alimentación y Dietética del Grado en Medicina de la Universitat de Valencia, se utilizaron infografías previamente diseñadas por los estudiantes. Con esta iniciativa se pretendía mejorar la participación del alumnado en la asignatura, además de profundizar en la materia, mejorar sus habilidades digitales y de búsqueda y síntesis de información. Esta propuesta fue bien valorada por el estudiantado, que mostró su preferencia por esta forma de trabajar frente a la clase magistral. Además, opinó que la actividad mejoraba su capacidad de transmitir información, de trabajar en equipo, su capacidad crítica y autocrítica y que resultaba muy entretenida. A partir de esta experiencia se podría concluir que la infografía es una herramienta útil para el abordaje de varios temas dentro del grado de Medicina., [EN] As a substitute for the master class, infographics previously designed by the students were used in the session dedicated to treating the characteristics of "fashionable western diets" of the optional subject 34493-Food and Dietetics of the Bachelor Degree in Medicine at the Universitat de Valencia. This initiative was intended to improve student participation in the subject, in addition to deepening the subject, improving their digital skills and the search and synthesis of information. This proposal was well appreciated by the students, who showed their preference for this way of working compared to the master class. In addition, they said that the activity improved their ability to transmit information, to work as a team, their critical and self-critical capacity and that it was very entertaining. From this experience, it could be concluded that infographics are a useful tool for addressing various topics within the Medicine degree.

[EN] The paper analyzes infographics as a problem solving tool acting as a medium for establishing dialog in the business context. Business needs agreements, usually made in a written-form in a document called “brief”. The infographic work can be considered a form of visual agreement for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog, memory and message clarity. By analyzing the visual language structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (OMS, 2008) where drawing plays a major role as a tool to communicate the operation of visual imaginary, we suggest a prominent role of infographics in the shaping process of the client´s inner topology. We introduce a preliminary analytical framework –drawn from studies and theories like Dual-coding Theory (Paivio, 2006), rhetoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– to understand how this visual agreement denotes and connotes unstated viewing conventions and prioritize particular interpretations that can affect the final solution.

[EN] The paper analyzes infographics as a problem solving tool acting as a medium for establishing dialog in the business context. Business needs agreements, usually made in a written-form in a document called “brief”. The infographic work can be considered a form of visual agreement for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog, memory and message clarity. By analyzing the visual language structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (OMS, 2008) where drawing plays a major role as a tool to communicate the operation of visual imaginary, we suggest a prominent role of infographics in the shaping process of the client´s inner topology. We introduce a preliminary analytical framework –drawn from studies and theories like Dual-coding Theory (Paivio, 2006), rhetoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– to understand how this visual agreement denotes and connotes unstated viewing conventions and prioritize particular interpretations that can affect the final solution.

[EN] The paper analyzes infographics as a problem solving tool acting as a medium for establishing dialog in the business context. Business needs agreements, usually made in a written-form in a document called “brief”. The infographic work can be considered a form of visual agreement for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog, memory and message clarity. By analyzing the visual language structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (OMS, 2008) where drawing plays a major role as a tool to communicate the operation of visual imaginary, we suggest a prominent role of infographics in the shaping process of the client´s inner topology. We introduce a preliminary analytical framework –drawn from studies and theories like Dual-coding Theory (Paivio, 2006), rhetoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– to understand how this visual agreement denotes and connotes unstated viewing conventions and prioritize particular interpretations that can affect the final solution.

[EN] The paper analyzes infographics as a problem solving tool acting as a medium for establishing dialog in the business context. Business needs agreements, usually made in a written-form in a document called “brief”. The infographic work can be considered a form of visual agreement for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog, memory and message clarity. By analyzing the visual language structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (OMS, 2008) where drawing plays a major role as a tool to communicate the operation of visual imaginary, we suggest a prominent role of infographics in the shaping process of the client´s inner topology. We introduce a preliminary analytical framework –drawn from studies and theories like Dual-coding Theory (Paivio, 2006), rhetoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– to understand how this visual agreement denotes and connotes unstated viewing conventions and prioritize particular interpretations that can affect the final solution.

[EN] The paper analyzes infographics as a problem solving tool acting as a medium for establishing dialog in the business context. Business needs agreements, usually made in a written-form in a document called “brief”. The infographic work can be considered a form of visual agreement for the participants. We present two case studies that consider the use of particular elements and cognitive processes involved in this visual agreement strongly connected to synthesis in dialog, memory and message clarity. By analyzing the visual language structure of real case infographic projects of the national housing social debt collection process (Infonavit, 2010) and the problem of child obesity (OMS, 2008) where drawing plays a major role as a tool to communicate the operation of visual imaginary, we suggest a prominent role of infographics in the shaping process of the client´s inner topology. We introduce a preliminary analytical framework –drawn from studies and theories like Dual-coding Theory (Paivio, 2006), rhetoric, neurocognitive processes (Kosslyn, 1986), aesthetics and language philosophy (Goodman, 1978)– to understand how this visual agreement denotes and connotes unstated viewing conventions and prioritize particular interpretations that can affect the final solution.

[ES] En este artículo damos una visión general del proceso productivo de la reconstrucción virtual en la arqueología virtual. Utilizando como referencia la villa romana de la Quintilla de Lorca mostramos los pasos necesarios para una correcta virtualización., [EN] In this article we give an overview of the production process of the virtual reconstrucción virtual archeology. While Referring to the Roman town of Lorca Limerick show the proper steps virtualizatión purchase.

[ES] La reconstrucción virtual de los yacimientos arqueológicos utilizando la infografía supone una herramienta muy importante para la constatación o refutación de hipótesis en la investigación científica. Así mismo es un medio excelente de difundir el conocimiento del Patrimonio con imágenes realista de gran rigor científico., [EN] The virtual reconstruction of archaeological sites using computer graphics is a very important tool for the verification or refutation of hypotheses in scientific research. It also is an excellent way to spread awareness Heritage with realistic images of scientific rigor.

[ES] En este artículo damos una visión general del proceso productivo de la reconstrucción virtual en la arqueología virtual. Utilizando como referencia la villa romana de la Quintilla de Lorca mostramos los pasos necesarios para una correcta virtualización., [EN] In this article we give an overview of the production process of the virtual reconstrucción virtual archeology. While Referring to the Roman town of Lorca Limerick show the proper steps virtualizatión purchase.

[ES] La reconstrucción virtual de los yacimientos arqueológicos utilizando la infografía supone una herramienta muy importante para la constatación o refutación de hipótesis en la investigación científica. Así mismo es un medio excelente de difundir el conocimiento del Patrimonio con imágenes realista de gran rigor científico., [EN] The virtual reconstruction of archaeological sites using computer graphics is a very important tool for the verification or refutation of hypotheses in scientific research. It also is an excellent way to spread awareness Heritage with realistic images of scientific rigor.

[ES] En este artículo damos una visión general del proceso productivo de la reconstrucción virtual en la arqueología virtual. Utilizando como referencia la villa romana de la Quintilla de Lorca mostramos los pasos necesarios para una correcta virtualización., [EN] In this article we give an overview of the production process of the virtual reconstrucción virtual archeology. While Referring to the Roman town of Lorca Limerick show the proper steps virtualizatión purchase.

[ES] La reconstrucción virtual de los yacimientos arqueológicos utilizando la infografía supone una herramienta muy importante para la constatación o refutación de hipótesis en la investigación científica. Así mismo es un medio excelente de difundir el conocimiento del Patrimonio con imágenes realista de gran rigor científico., [EN] The virtual reconstruction of archaeological sites using computer graphics is a very important tool for the verification or refutation of hypotheses in scientific research. It also is an excellent way to spread awareness Heritage with realistic images of scientific rigor.

[ES] En este artículo damos una visión general del proceso productivo de la reconstrucción virtual en la arqueología virtual. Utilizando como referencia la villa romana de la Quintilla de Lorca mostramos los pasos necesarios para una correcta virtualización., [EN] In this article we give an overview of the production process of the virtual reconstrucción virtual archeology. While Referring to the Roman town of Lorca Limerick show the proper steps virtualizatión purchase.

[ES] En este artículo damos una visión general del proceso productivo de la reconstrucción virtual en la arqueología virtual. Utilizando como referencia la villa romana de la Quintilla de Lorca mostramos los pasos necesarios para una correcta virtualización., [EN] In this article we give an overview of the production process of the virtual reconstrucción virtual archeology. While Referring to the Roman town of Lorca Limerick show the proper steps virtualizatión purchase.

[ES] La reconstrucción virtual de los yacimientos arqueológicos utilizando la infografía supone una herramienta muy importante para la constatación o refutación de hipótesis en la investigación científica. Así mismo es un medio excelente de difundir el conocimiento del Patrimonio con imágenes realista de gran rigor científico., [EN] The virtual reconstruction of archaeological sites using computer graphics is a very important tool for the verification or refutation of hypotheses in scientific research. It also is an excellent way to spread awareness Heritage with realistic images of scientific rigor.

[ES] En este artículo damos una visión general del proceso productivo de la reconstrucción virtual en la arqueología virtual. Utilizando como referencia la villa romana de la Quintilla de Lorca mostramos los pasos necesarios para una correcta virtualización., [EN] In this article we give an overview of the production process of the virtual reconstrucción virtual archeology. While Referring to the Roman town of Lorca Limerick show the proper steps virtualizatión purchase.

[ES] La reconstrucción virtual de los yacimientos arqueológicos utilizando la infografía supone una herramienta muy importante para la constatación o refutación de hipótesis en la investigación científica. Así mismo es un medio excelente de difundir el conocimiento del Patrimonio con imágenes realista de gran rigor científico., [EN] The virtual reconstruction of archaeological sites using computer graphics is a very important tool for the verification or refutation of hypotheses in scientific research. It also is an excellent way to spread awareness Heritage with realistic images of scientific rigor.