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dc.contributor.advisorAyala Angarita, John Andrésspa
dc.contributor.authorSuárez Ochoa, Daniel Alfonsospa
dc.coverage.spatialColombiaspa
dc.date.accessioned2021-01-26T15:31:00Z
dc.date.available2021-01-26T15:31:00Z
dc.date.issued2020-05-15
dc.identifier.urihttp://hdl.handle.net/20.500.12749/12051
dc.description.abstractLa química es una de las áreas más fundamentales del conocimiento, siendo parte de nuestro día a día, encontrándola en diferentes objetos de uso cotidiano como los celulares o productos de aseo. Desafortunadamente es una de las áreas que resulta más complicada para los estudiantes de bachillerato por su denso componente teórico, llegando a ser la segunda asignatura más pedida para tutorías. Por otro lado la tecnología y el software en general se han vuelto parte de la vida de las personas, usándose para prácticamente cualquier cosa, por ejemplo, facilitar la educación, enseñanza y refuerzo de conceptos académicos. La realidad virtual al ser una tecnología en auge y con gran potencial, para la creación y uso del tipo software anteriormente mencionado en el ejemplo, puede ser una buena herramienta para facilitar el conocimiento de áreas académicas como química.spa
dc.description.tableofcontentsRESUMEN ........................................................................................................................... 12 ABSTRACT .......................................................................................................................... 12 1. INTRODUCCIÓN .......................................................................................................... 13 1. PLANTEAMIENTO DEL PROBLEMA Y JUSTIFICACIÓN ........................................ 14 2. OBJETIVOS ................................................................................................................. 16 2.1. Objetivo General .................................................................................................. 16 2.2. Objetivos Específicos ......................................................................................... 16 3. RESULTADOS ESPERADOS ..................................................................................... 17 4. MARCO REFERENCIAL ............................................................................................. 18 4.1. MARCO TEÓRICO ................................................................................................... 18 4.1.1. Software ............................................................................................................ 18 4.1.2. Videojuego ........................................................................................................ 18 4.1.3. Diseño de videojuegos ................................................................................... 22 4.1.4. Game Design Document ................................................................................. 23 4.1.5. Desarrollo de videojuegos.............................................................................. 26 4.1.6. Modelo 3D............................................................................................................. 26 4.1.7. Realidad Virtual ................................................................................................ 27 4.1.8. Átomo ................................................................................................................ 29 4.1.9. Moléculas .......................................................................................................... 30 4.1.10. Compuesto Químico .................................................................................... 31 4.2. MARCO LEGAL ....................................................................................................... 32 4.3. ANTECEDENTES Y ESTADO DEL ARTE .............................................................. 33 5. DISEÑO METODOLÓGICO ......................................................................................... 39 5.1. Primera Etapa: ..................................................................................................... 39 5.2. Segunda Etapa: ................................................................................................... 39 5.3. Tercera Etapa: ..................................................................................................... 40 5.4. Cuarta Etapa: ....................................................................................................... 40 6. CRONOGRAMA DE ACTIVIDADES ........................................................................... 42 7.1. ANALISIS DEL ESTADO DEL ARTE ......................................................................... 43 7.2. DISEÑO DE LAS MECÁNICAS Y CONCEPTOS DEL JUEGO ................................. 49 7.3. DESARROLLO DEL PROTOTIPO .............................................................................. 60 7.4. ANÁLISIS DE LAS ENCUESTAS REALIZADAS A QUIENES PROBARON EL PROTOTIPO ........................................................................................................................ 73 8. CONCLUSIONES ......................................................................................................... 85 9. RECOMENDACIONES ................................................................................................ 87 10. BIBLIOGRAFÍA ........................................................................................................ 88 ANEXOS .............................................................................................................................. 94spa
dc.format.mimetypeapplication/pdfspa
dc.language.isospaspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.titlePrototipo funcional de software multimedia e interactivo de realidad virtual para la enseñanza de compuestos químicos de uso cotidianospa
dc.title.translatedFunctional prototype of multimedia and interactive virtual reality software for the teaching of chemical compounds of daily usespa
dc.degree.nameIngeniero de Sistemasspa
dc.publisher.grantorUniversidad Autónoma de Bucaramanga UNABspa
dc.rights.localAbierto (Texto Completo)spa
dc.publisher.facultyFacultad Ingenieríaspa
dc.publisher.programPregrado Ingeniería de Sistemasspa
dc.description.degreelevelPregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.localTrabajo de Gradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.subject.keywordsSystems engineereng
dc.subject.keywordsTechnological innovationseng
dc.subject.keywordsChemistryeng
dc.subject.keywordsVideo gameseng
dc.subject.keywordsSoftwareeng
dc.subject.keywordsTechnologyeng
dc.subject.keywordsLearningeng
dc.subject.keywordsPrototype developmenteng
dc.subject.keywordsSimulation methodseng
dc.subject.keywordsChemical compoundseng
dc.subject.keywordsAcademic areaseng
dc.subject.keywordsVirtual realityeng
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga - UNABspa
dc.identifier.reponamereponame:Repositorio Institucional UNABspa
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2spa
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dc.subject.lembIngeniería de sistemasspa
dc.subject.lembInnovaciones tecnológicasspa
dc.subject.lembAprendizajespa
dc.subject.lembDesarrollo de prototiposspa
dc.subject.lembMétodos de simulaciónspa
dc.subject.lembCompuestos químicosspa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.description.abstractenglishChemistry is one of the most fundamental knowledge areas, being part of our days, finding it in different daily use objects like cellphones or cleaning products. Unfortunately is one of the most difficult areas for middle and high school students because of its dense theoretical component, being the second most required subject for tutorials. Furthermore, technology and software, in general, have become part of people's life, using it for practically everything, for example, to facilitate the education, pedagogy and academic concepts training. Being the virtual reality a rising and great potential technology, for the creation and use of the previously mentioned software in the example, it could be a good tool to facilitate the learning of academic areas like chemistry.eng
dc.subject.proposalQuímicaspa
dc.subject.proposalVideojuegosspa
dc.subject.proposalSoftwarespa
dc.subject.proposalTecnologíaspa
dc.subject.proposalRealidad virtualspa
dc.subject.proposalÁreas académicasspa
dc.type.redcolhttp://purl.org/redcol/resource_type/TP
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombia*


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