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In video games, the evaluation of the user experience (UX) mainly refers to two main groups of aspects, those that refer to the player that is mainly oriented to make the player feel good while playing and those that refer to the video game that is oriented to make the video game easy to understand and play. The aspects considered that are related to the player are engagement, enjoyment, and flow; the aspects related to video game, usability, and dependability. Virtual reality environments today have changed the paradigm in various fields of application, such as health, education, entertainment, among others. Therefore, it is important to observe the effects of handedness with hand movements in virtual reality environments. This work proposes a model to evaluate and improve the user experience considering player and video game aspects, taking into account handedness with hand movements in virtual reality environments. Player and video game aspects can be added to evaluations of the effect of handedness, especially in virtual reality environments, in order to know the user’s behavior in terms of skill, performance, and accuracy, among other features by using a particular hand to perform specific tasks. Next, a case study is presented with two groups of users using a virtual reality environment to perform several user tasks considering the dominant and non-dominant hand. By evaluating the user tasks it is possible to know the levels of engagement, enjoyment, motivation, and usability in a virtual reality environment. Finally, an analysis of results is presented in which several improvements of UX are presented.

Today, the world is experiencing the COVID-19 health contingency, which prevents people from being exposed to one another and restricts physical contact. Under this context, the use of technology has become an essential tool to face the challenges of daily life, and virtual reality can be an alternative in the development of solutions that effectively support the acquisition of learning skills and knowledge transmission through the execution of tasks designed by multi-disciplinary groups. In addition, it can encourage the user to continue with the acquisition of learning skills in a friendly and fun way in a health and education context. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed reality environments are designed under the Lean UX process model and their contents are designed according to expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.

The video game and entertainment industry has been growing in recent years, particularly those related to Virtual Reality (VR). Therefore, video game creators are looking for ways to offer and improve realism in their applications in order to improve user satisfaction. In this sense, it is of great importance to have strategies to evaluate and improve the gaming experience in a group of people, without considering the fact that users have different preferences and, coupled with this, also seeks to achieve satisfaction in each user. In this work, we present a model to improve the user experience in a personal way through reinforcement learning (RL). Unlike other approaches, the proposed model adjusts parameters of the virtual environment in real-time based on user preferences, rather than physiological data or performance. The model design is based on the Model-Driven Architecture (MDA) approach and consists of three main phases: analysis phase, design phase, and implementation phase. As results, a simulation experiment is presented that shows the transitions between undesired satisfaction states to desired satisfaction states, considering an approach in a personal way.

Educational resources and activities should be appropriate to the learning and development potential of each student, which is crucial when the student has some disability. For hearing impaired students (suffering hypoacusis), it is particularly important to exploit tactile and visual aids, as they access information and knowledge mainly through them, and this in a socially inclusive context. Tangible systems (where the users interact with the system by manipulating physical objects that represent functions or data of the system itself) offer a more natural, tactile interaction than other types of interfaces, and complements it with visual aids; besides, this kind of systems foster social interactions and collaboration. Tangible systems then have the features to be an adequate support for hearing impaired students. This has been investigated in the context of teaching basic skills to children and adolescents; however, there is a lack of studies regarding the use of tangible systems for teaching advanced concepts to university students. This paper reports an exploratory study which was conducted to gain insight into possible benefits and issues that might arise when a university learner with hypoacusis uses a tangible system (called TanQuery) for learning relational algebra, both in individual and in face-to-face collaborative settings. The results suggest that the use of the tangible system can place a student with profound hearing loss in equal conditions for learning tasks and promote his/her social integration, but that to fully achieve this the tangible system needs to incorporate advanced features, such as active objects and distribution.

Learning basic programming concepts in computer science-related fields poses a challenge for students, to the extent that it becomes an academic-social problem, resulting in high failure and dropout rates. Proposed solutions to the problem can be found in the literature, such as the development of new programming languages and environments, the inclusion of virtual and augmented reality, gamification, automatic grading tools, and intelligent tutoring systems, among others. However, most of these solutions do not explicitly describe the application of some learning theory, instead, they focus on new technologies. Cognitive Load Theory (CLT) is an instructional design theory that aligns the design of instructional materials with human cognitive architecture using 17 design guidelines to optimize learning. The goal of this research is to design, develop, and test instructional materials to support the teaching and learning of basic programming, measuring their effectiveness compared to traditional materials, based on the self-explanation effect of CLT. To compare the instructional materials, a quasi-experimental design with homogeneous groups was used, involving students from the Autonomous University of Aguascalientes. The results indicate a positive impact of the use of CLT-based instructional materials, either through the application of a single effect or the combination of two effects such as worked example and self-explanation.

Learning Objects (LO) are elements that due to their nature present special difficulties at the evaluation, since they have both the characteristics of a software application and an instructional element; the above is complicated by the inclusion of the disability issue, because there are factors that must be considered in a special way. The present work exposes the creation and application of an instrument to determine the learning objects quality for people with visual impairment integrating a services approach (ILOBlind). The types of visual impairment considered in the research are blindness and visual weakness. This new way of addressing the problem of LOs quality is expected to be more affective, because it considers in a broader way the user's opinion. Another problem is that the LOs evaluation is usually done by an expert in the area, leaving aside the opinion of the user. With the integration of the service theory, we seek to employ user satisfaction to determine the LO quality. This work presents the process of developing the ILOBLind instrument. The results obtained from its application in a Multiple Care Center in Mexico are exposed and the instrument generated is presented in its entirety. The application of the ILOBind instrument reported high rates of use satisfaction, obtaining values of \"Fully satisfied\" among users.

A large diverse amount of educational content can dynamically contribute to the construction of basic knowledge for elementary school children. These contents can be used to develop or expand such knowledge and this becomes different when it needs to be applied to children with learning problems in basic mathematics. Then, it is necessary to manage effectively educational resources. The current work proposes the use of an architectural model in order to support teaching activities of a multidisciplinary group of specialist in inclusive education. A case study presents here some examples of teaching activities such as the specification of context and the management of educational resources according the learning problems of children at elementary school.

This paper preconizes the use of interactive environments as an accessible and inexpensive solution that allows supporting the recovery process of people receiving occupational therapy rehabilitation. A method for designing interactive environments is proposed in order to identify the interaction capabilities. These capabilities should be taken into account when producing interactive environments for users with different levels of ability/disability. In addition, the developed interactive environments offer rehabilitation support to diverse needs of users with physical disabilities. It is possible to capitalize the good practices established in occupational therapy, allowing the generation of useful information for therapists/health experts. Finally, a case study presents the performance of interactive environments for people receiving occupational therapy for hand rehabilitation at DIF, Aguascalientes in Mexico.

Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.

This article presents a methodology for the analysis of data on the Internet, combining techniques of Big Data analytics, NLP and semantic web in order to find knowledge about large amounts of information on the web. To test the effectiveness of the proposed method, webpages about cyberterrorism were analyzed as a case study. The procedure implemented a genetic strategy in parallel, which integrates (Crawler to locate and download information from the web; to retrieve the vocabulary, using techniques of NLP (tokenization, stop word, TF, TFIDF), methods of stemming and synonyms). For the pursuit of knowledge was built a dataset through the description of a linguistic corpus with semantic ontologies, considering the characteristics of cyber-terrorism, which was analyzed with the algorithms, Random Forests (parallel), Boosting, SVM, neural network, K-nn and Bayes. The results reveal a percentage of the 95.62% accuracy in the detection of the vocabulary of cyber-terrorism, which were approved through cross validation, reaching 576% time savings with parallel processing.