dc.contributor.advisor | Ayala Angarita, John Andrés | spa |
dc.contributor.author | Suárez Ochoa, Daniel Alfonso | spa |
dc.coverage.spatial | Colombia | spa |
dc.date.accessioned | 2021-01-26T15:31:00Z | |
dc.date.available | 2021-01-26T15:31:00Z | |
dc.date.issued | 2020-05-15 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12749/12051 | |
dc.description.abstract | La 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.tableofcontents | RESUMEN ........................................................................................................................... 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 .............................................................................................................................. 94 | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | spa |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/co/ | * |
dc.title | Prototipo funcional de software multimedia e interactivo de realidad virtual para la enseñanza de compuestos químicos de uso cotidiano | spa |
dc.title.translated | Functional prototype of multimedia and interactive virtual reality software for the teaching of chemical compounds of daily use | spa |
dc.degree.name | Ingeniero de Sistemas | spa |
dc.publisher.grantor | Universidad Autónoma de Bucaramanga UNAB | spa |
dc.rights.local | Abierto (Texto Completo) | spa |
dc.publisher.faculty | Facultad Ingeniería | spa |
dc.publisher.program | Pregrado Ingeniería de Sistemas | spa |
dc.description.degreelevel | Pregrado | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | |
dc.type.local | Trabajo de Grado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | |
dc.subject.keywords | Systems engineer | eng |
dc.subject.keywords | Technological innovations | eng |
dc.subject.keywords | Chemistry | eng |
dc.subject.keywords | Video games | eng |
dc.subject.keywords | Software | eng |
dc.subject.keywords | Technology | eng |
dc.subject.keywords | Learning | eng |
dc.subject.keywords | Prototype development | eng |
dc.subject.keywords | Simulation methods | eng |
dc.subject.keywords | Chemical compounds | eng |
dc.subject.keywords | Academic areas | eng |
dc.subject.keywords | Virtual reality | eng |
dc.identifier.instname | instname:Universidad Autónoma de Bucaramanga - UNAB | spa |
dc.identifier.reponame | reponame:Repositorio Institucional UNAB | spa |
dc.type.hasversion | info:eu-repo/semantics/acceptedVersion | |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
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dc.subject.lemb | Ingeniería de sistemas | spa |
dc.subject.lemb | Innovaciones tecnológicas | spa |
dc.subject.lemb | Aprendizaje | spa |
dc.subject.lemb | Desarrollo de prototipos | spa |
dc.subject.lemb | Métodos de simulación | spa |
dc.subject.lemb | Compuestos químicos | spa |
dc.identifier.repourl | repourl:https://repository.unab.edu.co | spa |
dc.description.abstractenglish | Chemistry 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.proposal | Química | spa |
dc.subject.proposal | Videojuegos | spa |
dc.subject.proposal | Software | spa |
dc.subject.proposal | Tecnología | spa |
dc.subject.proposal | Realidad virtual | spa |
dc.subject.proposal | Áreas académicas | spa |
dc.type.redcol | http://purl.org/redcol/resource_type/TP | |
dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas 2.5 Colombia | * |
dc.coverage.campus | UNAB Campus Bucaramanga | spa |
dc.description.learningmodality | Modalidad Presencial | spa |