Search

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the combination of pedagogy and technology has revolutionized education, providing teachers with innovative tools to transform their work in the classroom. With the aim of transforming and improving the teaching of subjects related to technical and programming concepts, it was decided to develop a virtual reality (VR) tool to address the challenge of ensuring that students acquire, understand, and can effectively apply knowledge in practice through the TPACK model. The approach applied for this research was quantitative, supported by an applied experimental design and a convenience sample of 49 students from the Faculty of Informatics at the Autonomous University of Querétaro, Mexico. Likert scale surveys were conducted to measure the improvement and transformation of teaching through the virtual tool and the TPACK model. The results demonstrated that the strategy of using VR for teachers to provide students with a platform featuring game mechanics helps transform and improve learning. It was also concluded that one of the greatest strengths of this tool is that it removes the user from the traditional classroom, mitigating pressure or negative predisposition towards unknown or difficult-to-understand concepts. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) has found many applications in anesthesiology, in therapeutic areas, postoperative pain management, and education in regional anesthesia. VR has been used as a complement to pain management in several conditions. In the field of medical education, the combination of artificial intelligence (AI) with virtual reality gives rise to the creation of simulation platforms that provide a tangible experience for anesthesiologists, thereby enhancing the precision and performance of their techniques. These innovative tools offer advantages such as personalization of the educational process and the ability to recreate complex situations, which is crucial in the realm of modern medicine. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Professional Business Review (JPBReview) is the property of Open Access Publications LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Informacion Tecnica Economica Agraria is the property of Asociacion Interprofesional para el Desarrollo Agrario (AIDA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introducción: La realidad virtual como estrategia de distracción es utilizada en los centros de atención en salud, sin embargo, la evidencia no es consistente en demostrar el efecto en el control del dolor durante el proceso de venopunción. Objetivo: Describir el efecto de la realidad virtual en el dolor durante el proceso de venopunción en niños y adolescentes, en una institución privada en la ciudad de Bogotá. Materiales y Métodos: Estudio experimental aleatorizado sin cegamiento. Se realizó en el servicio de urgencias de una institución de IV nivel de atención. La muestra estuvo constituida por 46 niños y adolescente entre los 7 y 14 años. De forma aleatoria 23 estuvieron en el grupo experimental con visor de realidad virtual y 23 en el grupo control. La variable dependiente dolor fue medido antes, durante y después de la venopunción con la escala análoga para el dolor. Resultados: El dolor percibido es diferente antes o después del procedimiento, sin embargo, el uso de gafas de realidad virtual no mostro diferencias estadísticas ni clínicas durante el proceso de venopunción. Discusión: Variables como los signos vitales, tiempo de venopunción y acompañamiento mostraron ser importantes cuando se miden síntomas como el dolor en la venopunción. Conclusión: La realidad virtual puede ser usada por profesionales de enfermería, sin embargo, debe investigarse más para demostrar efecto en el control del dolor durante la venopunción, teniendo en cuenta un mayor poder del estudio, tipo de dolor y variables como acompañamiento de familiares, tiempo de experiencia del enfermero.

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Virtual and augmented reality are revolutionizing global education, offering immersive experiences that transcend physical and geographic limitations. The objective of this study is to analyze the impact AR of and VR on the teaching-learning process in different educational contexts. The methodology used is a qualitative theoretical review, with a systematic review of the literature in academic databases and specialized journals. The results show that AR and VR, based on constructivist theories and supported by research in cognitive psychology, improve motivation, commitment, and knowledge retention, allowing the personalization of learning and encouraging active interaction. They also highlight the differences between the two, with virtual reality providing immersive educational environments and augmented reality overlaying digital information in the real environment. However, ethical challenges and addiction risks are identified that must be proactively addressed. The conclusions highlight the need for adequate teacher training to integrate these technologies effectively, designing learning experiences that maximize their benefits. Continued technological evolution, including artificial intelligence, promises to further improve the personalization and effectiveness of these educational tools. [ABSTRACT FROM AUTHOR]

In the last decade, educational technology has significantly transformed university education, accelerated by the COVID-19 pandemic. This study aims to review new trends in the use of technological resources and tools in higher education. Methodologically, a literature review of recent studies was conducted, focusing on the implementation of technologies in various academic disciplines and geographical contexts. The results indicate that emerging technologies such as e-learning, virtual reality, artificial intelligence and learning analytics are improving the accessibility and quality of education, although they present challenges such as insufficient infrastructure and lack of continuous teacher training. The discussion highlights that resistance to change and socioeconomic inequalities limit the effective integration of these technologies. To overcome these obstacles, it is crucial to develop policies that encourage innovation and continuous training. In conclusion, educational technology has the potential to significantly improve higher education, but existing barriers need to be addressed to maximize its positive impact. [ABSTRACT FROM AUTHOR]

Copyright of Conocimiento Enfermero is the property of Colegio Oficial de Enfermeria de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Uru: Revista de Comunicación y Cultura is the property of Universidad Andina Simon Bolivar, Sede Ecuador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ciencia y Poder Aéreo is the property of Escuela de Postgrados de la Fuerza Aerea Colombiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Medicina y Cine / Journal of Medicine & Movies is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Los entornos virtuales son herramientas altamente utilizadas para el desarrollo de sistemas de entrenamiento médico, industrial, educativo, entretenimiento, entre otras. El avance tecnológico permite que los ambientes virtuales sean realistas y que la interacción con el usuario permita una adecuación o mejora a los ambientes para realizar una tarea. La inteligencia artificial propone la creación de entidades autónomas capaces de acompañar al usuario interactuando con él para el cumplimiento de objetivos (tareas). De ahí, el desarrollo de sistemas autónomos que puedan interactuar y adaptarse de manera efectiva a los usuarios y al entorno en el que se encuentra, exhibiendo un comportamiento realista similar al del mundo real. En este artículo se propone una metodología para la implementación de comportamientos autónomos en entidades virtuales (entornos virtuales) basada en una recombinación de inteligencia artificial y steering (flujos), con el propósito de exhibir comportamientos durante la evacuación de zonas en riesgo, permitiendo anticiparse a posibles contingencias y que los seres humanos puedan actuar de forma adecuada cuando se encuentren en este tipo de situaciones. Los resultados obtenidos utilizando la metodología propuesta permiten observar comportamientos deseados en la evacuación de espacios confinados, así como diferentes tipos de formaciones que son difíciles de tratar utilizando la técnica de steering.

La integración de la tecnología como herramienta educativa es esencial en todas las etapas educativas. En este contexto, la realidad virtual ha emergido como una herramienta poderosa en los últimos años. A pesar de su prominencia, la investigación que demuestra su eficacia en la Educación Secundaria es escasa. Para abordar esta brecha, se llevó a cabo un meta-análisis con el objetivo de explorar y definir la influencia de la realidad virtual en el rendimiento académico de los estudiantes de secundaria. Los resultados principales revelan un impacto positivo en el rendimiento académico, especialmente en intervenciones de corta duración al igual que se muestran las investigaciones realizadas en otras etapas. Sin embargo, se destaca la falta de claridad en la literatura científica respecto al impacto general de las intervenciones con realidad virtual en el rendimiento académico de los estudiantes en esta etapa específica. Este hallazgo resalta la necesidad de investigaciones más detalladas y concluyentes para informar mejor las prácticas educativas en el uso de la realidad virtual en la Educación Secundaria.

Copyright of Ingeniería Solidaria is the property of Universidad Cooperativa de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Play has been crucial in the evolution of our species, and has held a most important role in the development of our electronic scions as well. As the boundaries between human and machine become increasingly blurred, so do those between work and play and between life and games. The imminent advent of virtual reality as the favoured landscape for human interaction and the zest with which gamification has inherited the aims and strategies of prescriptive psychology are examples of how games will become a ferocious shaping force for our culture. Current trends lead us to believe that intelligent programs, reared in the playing of games like chess and checkers in their distant infancy, may now themselves become architects and providers of the games that will assuage an infantilized humankind. [ABSTRACT FROM AUTHOR]

This paper examines and discusses potential factors that may trigger authenticity in animated immersive environments. Our discussion draws upon three forms of authenticity, categorized as objective, constructive or symbolic, and existential authenticity. To explore these ideas, we present three case studies drawn from the authors' own research deploying immersive media in different contexts (educational, historical, and political). The aim is to interrogate how authenticity is conceived and constructed on three levels -- authenticity of narrative, authenticity of environment, and authenticity of action -- during the design and production process. We start by defining the concept of authenticity with reference to previous work within the fields of journalism and tourism, and then explore its specification in animated virtual reality through the case study discussion. One important conclusion from our analysis is that authenticity markers are needed to enable users to verify the information presented and trust the educational content. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La presente investigación describe los aspectos fundamentales a considerar al desarrollar la defensa de un Trabajo de Investigación Aplicada en el Metaverso. Para cumplir con esta finalidad, se exploran temas como el costo de implementar este tipo de actividades y los requisitos de hardware, software y conectividad necesarios para lograr con éxito una actividad en el Metaverso. La metodología adoptada para alcanzar este propósito es descriptiva, con un enfoque mixto. Tomando como referencia la defensa del Trabajo Final de Investigación Aplicada realizada en el metaverso en junio de 2023, vinculada al posgrado en Tecnologías de Información y Comunicación para la Gestión Organizacional de la Universidad de Costa Rica. A través de esta prueba piloto, se logró evidenciar la viabilidad de utilizar estas tecnologías en entornos educativos. Consolidándose como una herramienta novedosa, para la creación de sesiones de exposición de trabajos universitarios en el Metaverso. Además, se destacó la importancia de considerar aspectos como los efectos de la utilización prolongada de la realidad virtual, los impactos a nivel fisiológico y los detalles de diseño de los dispositivos. Finalmente, se subraya la necesidad de establecer nuevas regulaciones que proporcionen un protocolo claro sobre el uso de la tecnología de realidad virtual y Metaverso en el ámbito académico. El propósito de estas regulaciones es incentivar y guiar adecuadamente la utilización de estas tecnologías a nivel académico, asegurando su integración de manera efectiva y responsable.

Esta investigación examina el impacto de la Realidad Aumentada y la Realidad Virtual en el rendimiento académico y la inclusión educativa universitaria. Se empleó un enfoque de métodos mixtos, combinando análisis cuantitativo del rendimiento y evaluación cualitativa en estudiantes mediante un cuestionario ad hoc. Con 400 estudiantes de educación en España, se concluyó que el uso de RV y RA en la enseñanza de matemáticas mejoró significativamente el rendimiento académico, evidenciado por un mejor desempeño en la resolución práctica y teórica de problemas matemáticos. Según los alumnos, estas tecnologías fomentaron experiencias de aprendizaje personalizadas, atractivas e inclusivas, sugiriendo que abordan diversas necesidades en el aprendizaje matemático en la universidad. En la discusión, se respalda la efectividad de la RV y RA como herramientas pedagógicas inclusivas en matemáticas, pero se destaca la necesidad de atender desafíos técnicos y logísticos, así como de capacitar a los educadores para aprovechar plenamente estas tecnologías en el aula.

La moda es un sector clave del tejido económico y cultural. El Covid-19 sirvió de estímulo para la aparición de vanguardistas soluciones tecnológicas. En este contexto, cobran visibilidad los mundos virtuales, entornos digitales replican el ámbito real. Se fija por objeto demostrar la viabilidad y recepción de estos espacios como formas de comunicar y hacer moda entre personas vinculadas a dicho sector. El escalafón final se halla en el abstracto concepto del metaverso, lugares donde algunos ven el futuro de la moda e Internet. Se realiza un estudio de caso apoyado en un cuestionario Likert de la Metaverse Fashion Week (Decentraland), evento pionero y paradigmático donde diversas firmas se reúnen para superar barreras espaciales y abordar una dimensión que implica la aparición de un mercado basado en lo virtual. Los resultados apuntan a que dichas narrativas han llegado a un punto suficiente de madurez y que su acogida será favorable entre el público especializado a medio plazo.

El término realidad virtual es entendido como un escenario tridimensional simulado por computadora, en el que es posible experimentar el entorno mediante el uso de algún dispositivo electrónico especial. En el campo de la publicidad y la mercadotecnia, la realidad virtual permite a los consumidores simular la experiencia de consumo, lo que facilita la evaluación del producto y puede eliminar la indecisión de compra. Sin embargo, su uso es menos conocido en empresas pequeñas. En este trabajo se prueba un anuncio de realidad virtual y un anuncio tradicional de una panadería de Comala, Colima, México, para medir el efecto en dos grupos de edad: de 18 a 25 años y mayor a 25 años. Los hallazgos muestran que la publicidad de realidad virtual tiene un efecto significativo sobre la publicidad tradicional en la permanencia en la mente de los consumidores jóvenes y en la intención de compartir.

Objective: To assess the efficacy of virtual reality (VR) in reducing pain and anxiety associated with scheduled blood draws. Material and methods: We conducted multicentre randomized clinical trial in both primary care and hospital settings. The study included children aged 7–12 years undergoing blood extraction procedures between March and October 2022. The intervention group used headsets, and the control group received usual care. Pain was assessed using the visual analogue scale and anxiety using the Groningen Distress Scale. The anxiety of the nursing staff and family satisfaction were assessed with numerical scales ranging from 1 to 10. Results: The study included 83 patients: 40 in the control group and 43 in the VR group. The median age was 10 years (range, 7−12 years). In the VR group, 83.7% of the children reported mild pain, compared to 57.5% in the control group (P = .012). Also, 93% of children in the VR group showed calm or mild anxiety (score, 1−2), compared to 72% of the control group, a difference that was not statistically significant (P = .08). Family satisfaction was higher in the RV group (score ≥ 9/10: 93% of RV group vs 72.5% of control group; P = .026). The nursing staff anxiety score was less than 5 in more than 90% of cases, with no differences between groups (P = .13). Conclusion: The use of VR during venepuncture decreases the pain perceived by children and increases the satisfaction of their families. Resumen: Objetivo: Comprobar la eficacia de la realidad virtual (RV) en la disminución del dolor y ansiedad asociados a extracciones sanguíneas programadas. Material y Métodos: Ensayo clínico aleatorizado multicéntrico realizado en atención primaria y hospitalaria. Se incluyeron los pacientes de 7 a 12 años que acudieron entre marzo y octubre de 2022 a realizarse una extracción sanguínea programada.En el grupo intervención se utilizaron gafas de RV y en el grupo control cuidados habituales. Se evaluó el dolor mediante la Escala Visual Analógica y la ansiedad mediante la Groningen Distress Scale. Se evaluó la ansiedad de enfermería y la satisfacción de los familiares, mediante escala numérica del 1 al 10. Resultados: Se incluyeron 83 pacientes: 40 en el grupo control y 43 en el grupo RV. La mediana de edad fue de 10 años (rango de 7 a 12). El 83,7% de los niños en el grupo RV refirió dolor leve, frente al 57,5% del grupo control (p = 0,012). El 93% del grupo RV mostró calma o ansiedad leve (puntuación 1−2), frente al 72% del grupo control, aunque sin diferencias estadísticamente significativas (p = 0,08).La satisfacción de los familiares fue mayor en el grupo RV (≥9/10: 93% de RV vs 72,5% de controles, p = 0,026). La ansiedad de enfermería fue < 5 en más del 90% de los casos, sin diferencias entre grupos (p = 0,13). Conclusiones: El uso de RV durante la venopunción disminuye el dolor percibido por los niños y aumenta la satisfacción de sus familiares.

Introducción. En la actualidad existen estudios que exploran beneficios, impactos y aplicaciones de la realidad virtual (RV) y la realidad aumentada (RA) en diferentes áreas tecnológicas y profesionales. Esta temática ha despertado interés en la investigación debido a su enorme potencial y a su aplicación en todos los niveles de la educación. Los períodos de análisis de la información bibliográfica han tenido como referencia desde el 2010 a 2021. Objetivo. Describir la aplicación de la RV y RA en el proceso de aprendizaje en educación universitaria. Identificar las áreas temáticas determinando los dominios de aplicación en diferentes áreas. Metodología. Se utilizó el mapeo mixto sistemático. Se revisaron documentos indexados en las bibliotecas digitales. Se filtraron sistemáticamente mediante palabras claves. Resultados. Existen grandes brechas en las aplicaciones de la RV, fundamentalmente en las áreas de neurociencia y enfermería (3%); no obstante, existen mayores estudios en las ciencias de computación (40%). Conclusión. Los principales hallazgos han sido que en Scopus en el periodo 2010 a 2021 ha predominado el mayor porcentaje de menciones sobre la aplicación de la RV por áreas temáticas de los dominios de aplicación. En el análisis se ha descubierto que existen varios vacíos en la aplicación de la RV y en las teorías del aprendizaje que no han considerado el desarrollo de aplicaciones de RV para ayudar y orientar los resultados del aprendizaje, solo han sido para la simulación y el entrenamiento.

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The metaverse has transitioned from a science fiction concept to becoming a reality. In the face of this new digital challenge, cybermoral, with its three principles, has emerged as a relevant and promising response for the ethical development of humanity in the third evolution of the internet. In this study, the Author intends to: 1. Provide a historical overview of the metaverse, from its origins to its current state. 2. Offer a definition, along with its characteristics, principles, and rules that should govern it. 3. Present an insight into the dangers and opportunities for the proper development of metaversal relationships and empathy. 4. Propose the principles of cybermoral as a guide for the appropriate evolution of this new human environment, based on empathy, virtues, and the principles of the Social Doctrine of the Church. [ABSTRACT FROM AUTHOR]

Objective: This study was proposed to identify the use Information and Communication Technologies of tools based on Information and Communication Technologies as simulators, applications, or simulated environments in the teaching-learning processes in human and animal health sciences in different levels of academic studies. Materials and methods: In this research, a twelve- question survey was administered to staff of simulation laboratories/centers, and undergraduate and graduate academic programs in the field of human and animal health sciences in Colombia. The survey focused on identifying simulation spaces, hardware, and software tools available. Data analysis was performed using a 95% confidence level and a minimum sample size of 15 from a population of 86 higher education institutions. Results and Discussion: A clear trend to use health-care simulation in undergraduate programs was found, followed by graduate and finally specialty programs. The most commonly used simulators are task trainers and manikins for developing motor skills. However, the number of available simulators is still insufficient, in contrast to the increased demand for the growing number of students in the health field. Conclusions: The development of new tools is a high- priority need, especially in fields such as gynecology and obstetrics, surgery, and cardiology, which require specific skills and capabilities. [ABSTRACT FROM AUTHOR]

Objective: The present study analyzed the Virtual-PRO program's efficacy in preventing peer sexual harassment by promoting the bystanders' active intervention and incorporating a virtual reality (VR) component. The impact of the program on sexist attitudes, moral disengagement, the intention to intervene as bystanders, and the involvement in sexual aggression and victimization was tested. Method: Virtual-PRO is a VR-enhanced sexual harassment curricular prevention program of six one-hour sessions. The evaluation comprised a pre-test, a post-test after the intervention, and a follow-up measure at three months. In the study, 579 Spanish adolescent students aged between 12 and 17 years (M = 14.76, SD = 0.88; 47.1% boys) were randomly grouped into experimental (n = 286) and control (n = 293) conditions. Results: The Virtual-PRO program effectively controlled participants' levels of sexism and reduced moral disengagement in the experimental group compared to the control group three months after the intervention. The program also showed positive results in changing bystander behavior, increasing the intention to intervene when the victim was not a friend. Finally, visual/verbal and online victimization decreased in the experimental group and increased in the control group. No differences were found for physical sexual victimization and sexual aggression. Conclusions: The first trial of the Virtual-PRO program is promising and highlights the use of VR as a sexual harassment prevention tool. Follow-up measures are essential to determine the impact of interventions accurately. [ABSTRACT FROM AUTHOR]