In the rapidly evolving landscape of higher education, immersive technologies are emerging as powerful tools to enhance student engagement and learning outcomes. However, educators often find themselves navigating a complex web of challenges when attempting to integrate these technologies into their teaching practices. A recent study published in the *Revista Facultad de Ingeniería* (translated as *Journal of the Faculty of Engineering*) sheds light on these challenges and proposes a framework to streamline the creation of immersive educational content.
The study, led by Andrés-Felipe Ruiz-Velasco from the University of Cauca, focuses on the development of authoring tools—software applications that enable users without programming expertise to create immersive educational content. These tools are crucial for educators who wish to leverage immersive technologies but lack the technical skills to develop such content from scratch.
Ruiz-Velasco and his team conducted a systematic review to identify key technological, didactic, and pedagogical aspects that influence the creation of immersive applications. Their findings highlight several critical elements, including the use of web technologies, content management, application distribution, editing interfaces, resource libraries, and content export options. These elements are essential for creating intuitive and effective authoring tools that can be widely adopted in educational settings.
“The lack of adequate authoring tools has been a significant barrier for educators wanting to incorporate immersive technologies into their teaching,” Ruiz-Velasco explained. “Our research aims to address this gap by establishing a reference framework that can guide the development of these tools, making it easier for teachers to create immersive content.”
The proposed framework not only addresses technological considerations but also emphasizes the importance of didactic and pedagogical aspects. By integrating these elements, the framework aims to create a holistic approach to the development of authoring tools, ensuring that the resulting applications are both technically robust and pedagogically sound.
The implications of this research extend beyond the educational sector. In the energy sector, for instance, immersive technologies can be used to train workers in safety procedures, simulate complex operations, and enhance decision-making processes. The development of user-friendly authoring tools can democratize the creation of such training materials, making them more accessible to a broader range of professionals.
“The energy sector stands to benefit greatly from the widespread adoption of immersive technologies,” Ruiz-Velasco noted. “By providing educators and trainers with the tools they need to create immersive content, we can enhance the effectiveness of training programs and improve safety outcomes.”
The study’s findings were published in the *Revista Facultad de Ingeniería*, a peer-reviewed journal that focuses on engineering and technology research. The publication of this research in a reputable journal underscores its significance and potential impact on the field of immersive technologies in education.
As the demand for immersive technologies continues to grow, the development of intuitive authoring tools will be crucial for their successful integration into various sectors. Ruiz-Velasco’s research provides a valuable roadmap for developers and educators, paving the way for more effective and accessible immersive learning experiences. By addressing the challenges associated with the creation of immersive content, this research has the potential to shape the future of education and training in the energy sector and beyond.