A portfolio of evidence-based projects advancing critical thinking, creativity, teacher education and professional skills—from human–AI co-creation to haptic virtual laboratories.
Unified innovation portfolio
The portfolio connects artificial intelligence, immersive virtual reality, haptic feedback, gamification and evidence-based assessment through a human-centred approach.
Across the projects, students remain authors, decision-makers and reflective practitioners. Technology supports inquiry, repeated practice, source validation, embodied interaction and the responsible creation of knowledge.
Flagship projects
Each project addresses a different educational challenge while sharing a common commitment to evidence, ethics, scalability and learner agency.
Human–AI co-creation · Scalability pathway
Human–AI Co-Creation Pedagogical Model
Transforms generative AI from an answer generator into a cognitive partner for questioning, co-creation, source validation, bias detection, refinement and accountable communication.
Immersive and haptic teacher education
Immersive virtual laboratory with haptic technology
Combines HTC Vive, Hi5 Noitom 2.0 gloves, CoSpaces Edu and Unity to strengthen educational software evaluation and qualitative observation in safe, repeatable and authentic scenarios.
Research in science · Medical education
Haptic gloves for the acquisition of psychomotor skills
A quasi-experimental study of immersive clinical simulation using haptic gloves for suturing, forceps manipulation and anatomical palpation, with measurable gains in precision, coordination, sequencing, safety and execution time.
Learning architecture
CoCreateAI cycle
Frame authentic problems and formulate researchable questions.
Compare alternatives and build academic, scientific or creative outputs with AI.
Verify sources, detect errors and bias, refine arguments and disclose AI use.
Communicate original outcomes, receive critique and justify decisions.
HaptiEdu cycle
Understand the challenge and explore the simulated scenario.
Manipulate objects, observe cues and make professional decisions.
Record observations and justify evaluation criteria.
Contrast evidence, receive feedback and revise biases.
Apply the learning to a real or new situation.
2026 competition portfolio
The updated identity presents a broader innovation portfolio rather than a website tied to a single award. Each application is connected to the project and evidence most relevant to its evaluation criteria.
International award
CoCreateAI · Scalability pathway
Official website ↗Ibero-American educational innovation
HaptiEdu · Innovative Experience in Higher Education
Official website ↗National science and innovation award
Haptic psychomotor training · Research in Science category
Research evidence ↗International ICT in education prize
CoCreateAI · Responsible AI, critical thinking and creativity
Project video ↓Scientific evidence
Peer-reviewed evidence supporting the competition portfolio, led by the 2026 study on immersive clinical simulation with haptic gloves and complemented by six selected publications on AI, immersive learning and educational innovation.
Immersive virtual reality · Haptic feedback · Medical education · Clinical simulation
Benjamín Maraza-Quispe
This quasi-experimental study evaluated the effect of Hi5 Noitom 2.0 haptic gloves in an immersive virtual reality environment on the psychomotor skills of 50 medical students. The experimental group completed three 90-minute practical sessions over two weeks, performing simulated suturing, forceps manipulation and anatomical palpation in a safe and repeatable virtual setting.
Evidence was collected through a psychomotor-skills rubric, a Likert self-assessment questionnaire and a structured expert-observation checklist. Independent-samples t-tests and repeated-measures ANOVA showed statistically significant improvements (p < .001) across precision, visuomotor coordination, technical sequencing, execution time, safety and feedback.
Competition relevance: the study provides published empirical evidence that haptic immersive simulation can strengthen complex procedural skills while reducing the risks and resource constraints associated with initial clinical practice. Its structured intervention and assessment protocol offer a replicable pathway for medical education and other professional training contexts.
Artificial intelligence literacy · Immersive VR · Haptic interaction
Benjamín Maraza-Quispe
This complementary study examines how immersive virtual reality and haptic interaction can support AI literacy and metacognitive self-regulation in teacher education, extending the portfolio from clinical psychomotor training to reflective and responsible professional learning.
Video evidence
General project presentation
A shared presentation for competition juries, connecting CoCreateAI, HaptiEdu and the wider research agenda in emerging technologies applied to education.
Watch on YouTube ↗Replicability and scaling
Cycles, rubrics, scenarios and teaching guides can be adopted independently or combined.
The pedagogical model is not tied to one proprietary AI or immersive platform.
Implementation is documented through performance data, rubrics, reflections, interviews and observation.
Learner authorship, ethical judgement, accessibility and educator guidance remain central.
Research collaboration and evidence requests
Faculty of Education Sciences · Universidad Nacional de San Agustín de Arequipa · Peru