Héctor Cardona-Reyes, Cristian Trujillo-Espinoza, Carlos Arevalo-Mercado, Jaime Muñoz-Arteaga
pp. 64 – 83, download
(https://doi.org/10.55612/s-5002-049-004)
Abstract
Drones have been characterized by their diverse applications in the fields of industry. Nowadays, their use in the context of education is becoming more and more frequent and their popularity has increased due to their affordable cost, variety according to the needs of each user. This implies that users with different capabilities, social and educational contexts need to acquire the necessary skills to pilot drones safely, considering the type of task to be performed and the specific drone. Taking into account these aspects, a gamification approach allows young people to work on their skills to solve real problems under a game mechanic in order to obtain better results. In urban environments, training with a real drone involves physical risks. Therefore, learning to fly drones through virtual reality environments can bring additional advantages, since it is not necessary to have a physical device and can be a fun alternative for learning and acquiring skills. For the creation of these virtual environments, it is important the collaborative work of various stakeholders, from software designers, experts in the handling of drones, and educators in order to provide environments focused on the needs of the user. This work presents design elements under a proposed model for the production of virtual reality environments focused on teaching drone piloting in simulated and real scenarios. The results obtained with the test cases of the proposed environments in a sample of higher education students are presented and the user experience is analyzed for further improvement.
Keywords: virtual reality, interactive environments, drone, education.