Touching the invisible: learning electromagnetism in virtual worlds
Fecha
2026-04-10
Nota de Acceso
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Fecha de embargo
Profe guía
Perfil ORCID
Título de la revista
ISSN de la revista
Título del volumen
Editor
Emeral Publishing
ISBN
ISSN
0332-1649
ISSNe
2054-5606
Resumen
Purpose – Engineering education, particularly in complex fields like electromagnetism, faces a significant challenge in conveying multiphysics systems. Traditional methods fall short in building deep, intuitive understanding. The purpose of this paper is to address this “cognitive interface challenge” by presenting a novel conceptual framework for creating human-centric, interactive learning environments to bridge this gap. Design/methodology/approach – This paper details a methodology of interdisciplinary knowledge transfer. The proposed conceptual framework is derived from a multi-year analysis of best practices in the Architecture, Engineering, Construction and Operations sector, which has already developed mature solutions for navigating complex three-dimensional digital twins. Findings – The primary contribution is a formal four-stage methodological framework for developing human-centric virtual environments. This model moves beyond traditional tools to create interactive systems based on defined cognitive goals and proven interactive design paradigms, providing a new, robust method for the computation and mathematics community. Research limitations/implications – As a conceptual paper, the primary implication is the need for empirical validation of the proposed four-stage framework. Future research should focus on implementing and testing the framework’s effectiveness against traditional methods in controlled educational and professional settings.
Descripción
Lugar de Publicación
United Kingdom
Sponsorship
Citación
COMPEL (2026)
Palabras clave
Virtual worlds, Human-computer interaction, Engineering education, Computational electromagnetism, Video game technology, Artificial inteligence, Human-centered learning
Licencia
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)