{"id":947,"date":"2021-11-08T15:51:00","date_gmt":"2021-11-08T13:51:00","guid":{"rendered":"https:\/\/immersiumstudio.com\/projects\/rv-realidad-virtual-para-aprender-a-detectar-situaciones-de-violencia-de-genero\/"},"modified":"2023-01-16T13:50:11","modified_gmt":"2023-01-16T11:50:11","slug":"rv-virtual-reality-to-learn-detection-of-gender-violence-situations","status":"publish","type":"project","link":"https:\/\/immersiumstudio.com\/en\/projects\/rv-virtual-reality-to-learn-detection-of-gender-violence-situations\/","title":{"rendered":"Virtual Reality to learn detection of gender-based violence situations"},"content":{"rendered":"\n

Immersium Studio<\/strong> has started a collaboration with the Pompeu Fabra University<\/strong> (UPF) in the project \u201cApproach to gender-based violence in health sciences degrees: PBL and Virtual Reality\u201d presented in the \u201cSupport Plan for Quality and Innovation in Learning and Knowledge<\/em><\/strong>\u201c, PlaCLIK 2020-2021 \u201d. The objective of these grants is to support the teaching-learning processes, promoting research in teaching practice and in transversal projects.<\/p>\n\n\n\n


In this project we will design some training experiences in Virtual Reality in which we will show some scenarios that will simulate real gender-based violence scenes cases.<\/p>\n\n\n\n

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\u00bfWHAT ARE THE OBJECTIVES?<\/strong><\/strong><\/h2>\n\n\n\n

The objective of this project is to create educational resources<\/strong> with PBL methodology<\/strong> (Project-Based Learning)  to work on the approach of gender-based violence for students of health sciences degrees, especially those of medicine, nursing, nutrition, physiotherapy and occupational therapy.<\/p>\n\n\n\n

The specific objectives of the educational materials are:<\/p>\n\n\n\n

1) Train health science students to identify situations of gender-based violence with an sensitive and intersectional perspective to different types of violence (physical, psychological, economical and sexual)<\/p>\n\n\n\n

2) Train students to know the intervention circuit beyond the health services.<\/p>\n\n\n\n

To acquire these objectives, some BPL scenarios<\/strong> (designed with the corresponding didactic guides<\/strong>) will be designed and developed for us in Virtual Reality<\/strong>. The incorporation of immersive training experiences<\/strong> will reinforce the experiential nature of the experience. Using Virtual Reality glasses<\/strong>, the student will find himself in a relevant scenario for his learning, such as a primary care center. This trainig will be experienced through the use of 360\u00ba video<\/strong> where immersive learning<\/strong> will allow the user to leave their passive role of spectator and become an active element of learning, making decisions that affect the course of the training experience.<\/p>\n\n\n\n

Immersive learning<\/strong> especially encourages empathy since it allows us to see different situations by developing different roles that facilitate decision-making. In immersive training experiences<\/strong>, the person experiences situations, makes mistakes and learns from his\/her mistakes. When the student faces these situations in real life he\/she identifies them more easily because they are associated with a previous experience. The use of these learning strategies to deal with complex problems like identification of gender-based violence can contribute to improving university education in this and other areas.<\/p>\n\n\n\n

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VIDEO<\/h2>\n\n\n\n

In this video<\/a> you can see Mar Carri\u00f3 and Bel\u00e9n Valverde (GRECS-UPF) explaining this project.<\/p>\n\n\n\n

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RV RESOURCES<\/h2>\n\n\n\n
  • Gender-based violence – Primary Care Center visit<\/li><\/ul>\n\n\n\n
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