Participate and share: Poster 
The technology intervention that we use to solve or improve the challenge or situation is Minecraft Education, a platform that allows us to create virtual replicas of historical places in our country. We use the tools and features of Minecraft Education to design and build these places with accuracy and detail, following the principles of historical authenticity and architectural fidelity. We also use digital media such as videos, screenshots to present our work in different formats and styles. We share our work with people around the world through social networks and online exhibitions.
The models employed to guide our project design and implementation are the SAMR model (Substitution, Augmentation, Modification, Redefinition) and the TPACK model (Technological, Pedagogical and Content Knowledge). We use the SAMR model to evaluate how our technology intervention enhances our learning outcomes. We aim to reach the redefinition level, where we create new tasks that were previously inconceivable without technology. We use the TPACK model to integrate our technology intervention with our pedagogical and content knowledge. We aim to achieve a balance between these three domains, where we use technology effectively, pedagogy appropriately, and content accurately.
The lesson plans or instructional activities/strategies employed to carry out our project are based on project-based learning and cooperative learning. We use project-based learning as an instructional strategy to engage our students in authentic and meaningful tasks that require them to apply their knowledge and skills in real-world contexts. We use cooperative learning as an instructional activity to promote collaboration and communication among our students and with other learners from different countries and cultures.
The evidence of success that we collect and analyze to measure the impact and effectiveness of our project is formative assessments because is and extra curricular project. We use formative assessments such as quizzes, surveys, rubrics, checklists, peer reviews and self-reviews to monitor our students' progress and provide feedback throughout the project.
Introduction (1 minutes): Explain the purpose and objectives of the project, and introduce the team members and their roles. Provide an overview of the project design and implementation, using the SAMR and TPACK models as frameworks.
Content and activities (3 minutes): Present the main content and activities of the project, divided into four phases: research, design, build and share. For each phase, explain the following:
- The content that was covered and the sources that were used.
- The activities that were performed and the tools that were used.
- The challenges that were faced and the solutions that were found.
- The learning outcomes that were achieved and the evidence that was collected.
- The feedback that was received and the improvements that were made.
Engage the audience in each phase by using different tactics, such as:
- Asking them to answer questions or polls using their devices.
- Inviting them to participate in games or contests related to the content or activities.
- Encouraging them to interact with each other or with other learners from different countries and cultures using Skype, Zoom, Google Classroom or Padlet.
- Showing them screenshots, narrations, captions, maps and timelines of the virtual replicas of historical places in Minecraft Education.
- Allowing them to visit and explore the virtual replicas of historical places in Minecraft Education using their devices or VR headsets.
Conclusion (2 minutes): Summarize the main points and achievements of the project, and highlight the impact and effectiveness of the technology intervention. Share some qualitative and quantitative data that demonstrate the students' knowledge, skills, attitudes and values. Reflect on the lessons learned and the future directions of the project. Thank the audience for their attention and participation, and invite them to ask questions or provide feedback. Focus and how could the reply the experience.
Facilitating empathy through virtual reality
Abstract: Virtual reality has the potential to influence interpersonal emotions such as empathy.
Virtual reality improves emotional but not cognitive empathy: A meta-analysis. Abstract: VR can arouse compassionate feelings but does not appear to encourage users to imagine other people's perspectives.
Insights into the Predictors of Empathy in Virtual Reality Environments Abstract: VR experiences are predictors of empathy in VR experiences.
Virtual Reality as a Medium to Elicit Empathy: A Meta-Analysis Abstrac: VR exposure did not note in empathy.
Exposure to social suffering in virtual reality boosts compassion and facial synchrony.
Abstract: VR has a unique potential to motivate empathy in situations where face-to-face encounters are not possible.
Disrupting the “empathy machine”: The power and perils of virtual reality in addressing social issues
Abstract: There is little empirical evidence of a correlation between VR exposure and an increase in empathy that motivates pro-social behavior.
Virtual Reality and Empathy Enhancement: Ethical Aspects
Abstract: Virtual embodiment in avatars is an alternative way to enhance empathy-related abilities.
The application of virtual reality in empathy establishment: Foresee the future Abstract: Virtual reality has provided a full range of depth and breadth for the establishment of empathy in many different types of fields.
Rediscovery of Empathy in Youth through an Interactive Virtual Reality Experience
Abstract: Interactive virtual reality has the ability to evoke empathy.
The Use of Storytelling in Virtual Reality for Studying Empathy: A Review Abstrac: VR method did not show a significant advantage over the other narrative methods in comparison studies with other narrative methods.
Exploring virtual reality for quality immersive empathy building experiences Abstract: VR can allow an individual to embody an other through first-person narratives delivered via multimodal technology-mediated experiences.
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