Motivation is a determining factor in the learning process, and encourages the student to participate in activities that increase their performance. Learning strategies supplemented by computer technology in a scenario-based learning environment can improve students′ motivation for spatial knowledge acquisition. In this sense, a workshop carried out with 43-second year engineering students supported by Google Street View mobile geospatial application for location-based tasks is presented, in which participants work in an immersive wayfinding 3D urban environment on virtual reality. Students use their own smartphones with Google Street View application integrated in virtual reality (VR) 3D glasses with a joystick as locomotion interface. The tool to analyse the motivational factor of this pedagogical approach is the multidimensional measurement device Intrinsic Motivation Inventory with six subscales: interest, perceived competence, perceived choice, effort, tension, and value, measured on a seven point Likert scale. Scores in all subscales considered are above 4 on a scale of 7. A usability study conducted at the end of the experiment provides values above 3 on a scale of 5 in efficacy, efficiency and satisfaction. The results of the experiment carried out indicate that geospatial Google Street View application in Virtual Reality is a motivating educational purpose in the field of spatial training.
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