It proposes an adaptive model to assist in a qualitative and quantitative way the capacity to generate strategies (decision making), ventures (public) and future scenarios in complex systems and high certainty, within a specific period (Barroso; Molina & Poiré, 2019).
Published in Chapter:
Virtual Reality With Horizons Architecture for Educational Innovation
Maria Soledad Ramirez-Montoya (Tecnologico de Monterrey, Mexico), Guillermo Rodríguez-Abitia (Universidad Nacional Autónoma de México, Mexico), Sandra Martínez-Pérez (University of Barcelona, Spain), and Edgar Omar Lopez Caudana (Tecnologico de Monterrey, Mexico)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-4156-2.ch010
Abstract
Encouraging the creation of new products, methods, and services of value for social impact involves processes of educational innovation. This chapter aims to analyse different types of innovation in two scenarios of graduate classes aimed at innovation and entrepreneurship. The question that guided the study was: What kind of educational innovation do students perceive as principal in graduate courses that integrate virtual reality? The method used was based on the analysis of two groups of graduate students participating in a class that integrated virtual reality and the strategy of horizons architecture. Through these observations, the authors analysed the perception of educational innovation by students who had the task of building innovative entrepreneurial projects to contribute to the objectives of sustainable development (ODS). The results show the types of educational innovation, the link with the strategy of architecture of horizons, and with the use of virtual reality in distance scenarios.