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008			220601s2021 sz | s |||| 0|eng d
020			_a9783031020926
024	7		_a10.1007/978-3-031-02092-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aQ181 _b2021 EB
100	1		_aHaghanikar, Mojgan M. _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687346
245	1	0	_aVisualizing Dynamic Systems : _bVolumetric and Holographic Display _cby Mojgan M Haghanikar
250			_a1st edition 2021
264		1	_aCham _bSpringer International Publishing _c2021
300			_a1 recurso en línea (XXIII, 87 páginas)
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aSynthesis Lectures on Engineering Science and Technology _x2690-0327
505	0		_aAcknowledgments -- Introduction -- Overview of Chapters -- The Art of Thinking About Complex Systems -- Spatial Abilities and Success in Sciences -- Science Education Literature on Visualization -- EdTech Solutions -- Emerging Technologies: A Twist on EdTech Solutions -- Curriculum Design and Emerging Technologies. -- Breakthroughs in Scientific Communication -- References -- Author Biography.
520			_aThis book is aimed to help instructional designers, science game designers, science faculty, lab designers, and content developers in designing interactive learning experiences using emerging technologies and cyberlearning. The proposed solutions are for undergraduate and graduate scientific communication, engineering courses, scientific research communication, and workforce training. Reviewing across the science education literature reveals various aspects of unresolved challenges or inabilities in the visualization of scientific concepts. Visuospatial thinking is the fundamental part of learning sciences; however, promoting spatial thinking has not been emphasized enough in the educational system (Hegarty, 2014). Cognitive scientists distinguish between the multiple aspects of spatial ability and stresse that various problems or disciplines require different types of spatial skills. For example, the spatial ability to visualize anatomy cross-sections is significantly associated with mental rotation skills. The same is true for physical problems that often deal with spatial representations. However, most of the physics problems are marked by dynamicity, and visualizing dynamicity is inferred by the integrations of different participating components in the system. Therefore, what is needed for learning dynamicity is visualizing the mental animation of static episodes. This book is a leap into designing framework for using mixed reality (XR) technologies and cyberlearning in communicating advanced scientific concepts. The intention is to flesh out the cognitive infrastructure and visuospatial demands of complex systems and compare them in various contexts and disciplines. The practical implementation of emerging technology can be achieved by foreseeing each XR technology's affordances and mapping those out to the cognitive infrastructure and visuospatial demands of the content under development.
988			_aSynthesis Collection of Technology_2021
650		7	_2embne _9139568 _aCiencia _xEnseñanza asistida por ordenador
650		7	_9279972 _aCiencia _xEstudio y enseñanza
650		7	_2embne _9143894 _aImágenes mentales
776	0	8	_iPrinted edition: _z9783031001642
776	0	8	_iPrinted edition: _z9783031009648
776	0	8	_iPrinted edition: _z9783031032202
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-02092-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b03/2023 _dz _esc _zSI