Touching the invisible: learning electromagnetism in virtual worlds

Bopp Ibar, María-Jesús; Mora Serrano, Francisco Javier; Proboste M., Mahias; del Arco, Albert; Cervera, Miguel; Muñoz La Rivera, Felipe

Touching the invisible: learning electromagnetism in virtual worlds

dc.contributor.author	Bopp Ibar, María-Jesús
dc.contributor.author	Mora Serrano, Francisco Javier
dc.contributor.author	Proboste M., Mahias
dc.contributor.author	del Arco, Albert
dc.contributor.author	Cervera, Miguel
dc.contributor.author	Muñoz La Rivera, Felipe
dc.coverage.spatial	United Kingdom
dc.date.accessioned	2026-04-22T16:23:13Z
dc.date.available	2026-04-22T16:23:13Z
dc.date.issued	2026-04-10
dc.description.abstract	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.
dc.identifier.citation	COMPEL (2026)
dc.identifier.doi	https://doi.org/10.1108/COMPEL-11-2025-0567
dc.identifier.issn	0332-1649
dc.identifier.issne	2054-5606
dc.identifier.orcid	https://orcid.org/0000-0002-3683-4993
dc.identifier.uri	https://hdl.handle.net/20.500.12254/7590
dc.language.iso	en
dc.publisher	Emeral Publishing
dc.rights	Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subject	Virtual worlds
dc.subject	Human-computer interaction
dc.subject	Engineering education
dc.subject	Computational electromagnetism
dc.subject	Video game technology
dc.subject	Artificial inteligence
dc.subject	Human-centered learning
dc.title	Touching the invisible: learning electromagnetism in virtual worlds
dc.type	Article
dcterms.accessRights	El Artículo no puede ser publicado en el Repositorio Institucional debido a los permisos de copyright definidos por la editorial publicadora. Consulte al autor.