Las TI al servicio de la enseñanza superior de proximidad: cómo la realidad virtual acorta distancias y mejora la perseverancia escolar en un contexto híbrido
Barra lateral del artículo
Contenido principal del artículo
Resumen
La disminución progresiva de los costos de producción ha incrementado la accesibilidad de la realidad virtual (RV), reforzando así el interés por esta tecnología en diversos sectores, en particular en el ámbito de la educación y la formación. Debido a su carácter inmersivo e interactivo, la RV se perfila como un recurso prometedor para el desarrollo de competencias en contextos académicos. El presente artículo presenta un estudio realizado en 2025 en una universidad de Quebec, cuyo objetivo fue experimentar, a pequeña escala, la integración de la RV en distintos contextos de enseñanza, con el fin de mejorar la accesibilidad, la persistencia estudiantil y el éxito académico. El estudio adopta un diseño mixto que compara un grupo de control, que cursó la asignatura de manera remota a través de la plataforma Zoom, con un grupo experimental que recibió la misma enseñanza en un entorno inmersivo de RV. Los resultados cuantitativos indican una diferencia estadísticamente significativa en las calificaciones finales a favor del grupo experimental. Los datos cualitativos obtenidos a partir de grupos focales corroboran estos resultados, al poner de manifiesto un aumento de la satisfacción con el curso y una disminución de la intención de abandono entre los participantes expuestos a la RV.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Citas
Bailenson, J. N. (2018). Experience on demand: What virtual reality is, how it works, and what it can do. New York, NY: W. W. Norton et Company.
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Publishing Group: United Kingdom. https://doi.org/10.1108/9781787141827 DOI: https://doi.org/10.1108/9781787141827
Buchanan, R. (2020). Through growth to achievement: Examining edtech as a solution to Australia’s declining educational achievement. Policy Futures in Education, 18(5), 596-610. https://doi.org/10.1177/1478210320910293 DOI: https://doi.org/10.1177/1478210320910293
Cabrera-Duffaut, A., Pinto-Llorente, A. M., et Iglesias-Rodríguez, A. (2024). Immersive learning platforms: Analyzing virtual reality contribution to competence development in higher education - a systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1391560 DOI: https://doi.org/10.3389/feduc.2024.1391560
Childs, E., Mohammad, F., Stevens, L., Burbelo, H., Awoke, A., Rewkowski, N., & Manocha, D. (2024). An Overview of Enhancing Distance Learning Through Emerging Augmented and Virtual Reality Technologies. IEEE Transactions on Visualization and Computer Graphics, 30(8), 4480-4496. https://doi.org/10.1109/TVCG.2023.3264577 DOI: https://doi.org/10.1109/TVCG.2023.3264577
Clark, R. E. (1983). Reconsidering research on learning from media, Review of Educational Research, 53(4), 445-459. https://doi.org/10.3102/00346543053004445 DOI: https://doi.org/10.3102/00346543053004445
Collin, S., Guichon, N. et Ntebutse, J. G. (2015). Une approche sociocritique des usages numériques en éducation. Sciences et Technologies de l’Information et de la Communication pour l’Éducation et la Formation (STICEF), 22, 89-117. www.persee.fr/issue/stice_1764-7223_2015_num_22_1 DOI: https://doi.org/10.3406/stice.2015.1688
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008 DOI: https://doi.org/10.2307/249008
Etikan, Ilker, Musa, Sulaiman Abubakar, et Alkassim, Rukayya Sunusi. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11 DOI: https://doi.org/10.11648/j.ajtas.20160501.11
Freina, L., et Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. The International Scientific Conference eLearning and Software for Education, 1, 133-141. Bucharest (Romania). DOI: https://doi.org/10.12753/2066-026X-15-020
Friesen, N. (2020). The textbook and the lecture: Education in the age of new media. Johns Hopkins University Press.
Hamilton, D., McKechnie, J., Edgerton, E., et Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8, 1-32. https://doi.org/10.1007/s40692-020-00169-2 DOI: https://doi.org/10.1007/s40692-020-00169-2
Hamilton, E., et Friesen, N. (2013). Online education: A science and technology studies perspective. Canadian Journal of Learning and Technology, 39(2). https://doi.org/10.21432/T2001C DOI: https://doi.org/10.21432/T2001C
Han, X., Luo, H., Wang, Z., et Zhang, D. (2025). Using virtual reality for teacher education: a systematic review and meta-analysis of literature from 2014 to 2024. Frontiers in Virtual Reality, 6, 1620905. https://doi.org/10.3389/frvir.2025.1620905 DOI: https://doi.org/10.3389/frvir.2025.1620905
Heckman, S., Carver, J. C., Sherriff, M., et Al-Zubidy, A. (2021). A systematic literature review of empiricism and norms of reporting in computing education research literature. ACM Transactions on Computing Education. 22(1). https://doi.org/10.1145/3470652 DOI: https://doi.org/10.1145/3470652
Howard, C., Senior, C., Stupple, E. J., Corcoran, A., et Igarashi, Y. (2022), Editorial: The marketization of higher education: The state of the union between the student as consumer and the free market. Frontiers in Psychology, 13, 932122. https://doi.org/10.3389/fpsyg.2022.932122 DOI: https://doi.org/10.3389/fpsyg.2022.932122
Izard, S. G., Juanes, J. A., García Peñalvo, F. J., Estella, J. M. G., Ledesma, M. J. S., et Ruisoto, P. (2018). Virtual reality as an educational and training tool for medicine. Journal of medical systems, 42(3), 50. https://doi.org/10.1007/s10916-018-0900-2 DOI: https://doi.org/10.1007/s10916-018-0900-2
Jensen, L., et Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017-9676-0 DOI: https://doi.org/10.1007/s10639-017-9676-0
Kallio, H., Pietilä, A.-M., Johnson, M., et Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031 DOI: https://doi.org/10.1111/jan.13031
Kim, S. J., Laine, T. H., et Suk, H. J. (2021). Presence effects in virtual reality based on user characteristics: Attention, enjoyment, and memory. Electronics, 10(9), 1051. https://doi.org/10.3390/electronics10091051 DOI: https://doi.org/10.3390/electronics10091051
Knox, J. (2019). What does the ‘postdigital’mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357-370. https://doi.org/10.1007/s42438-019-00045-y DOI: https://doi.org/10.1007/s42438-019-00045-y
Kohler, M., Tindle, R., et Molloy Elreda, L. (2022). EdTech context inventory: Factor analyses for ten instruments to measure edtech implementation context features. Computers et Education, 186. https://doi.org/10.1016/j.compedu.2022.104709 DOI: https://doi.org/10.1037/t88047-000
Kozma, R. B. (1994), Will media influence learning? Reframing the debate, Educational Technology Research and Development, 42(2), 7-19. https://doi.org/10.1007/BF02299087 DOI: https://doi.org/10.1007/BF02299087
Kucirkova, N., Brod, G., et Gaab, N. (2023). Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER). npj Science of Learning, 8, 35. https://doi.org/10.1038/s41539-023-00186-7 DOI: https://doi.org/10.1038/s41539-023-00186-7
Layadi, S., Huguet, P., Pavic, K., et Chevalère, J. (2026). Virtual Reality in Education: A Stratified Meta-Analysis of Experimental Rigor and Bias. Educational Psychology Review, 38(1), 50. https://doi.org/10.1007/s10648-026-10130-x DOI: https://doi.org/10.1007/s10648-026-10130-x
Lynch, K. (2006). Neo-liberalism and marketisation: The implications for higher education. European Educational Research Journal, 5(1), 1-17. https://doi.org/10.2304/eerj.2006.5.1.1 DOI: https://doi.org/10.2304/eerj.2006.5.1.1
Macgilchrist, F., Potter, J., et Williamson, B. (2024). Challenging the inequitable impacts of edtech. Learning, Media and Technology, 49(2), 147-150. https://doi.org/10.1080/17439884.2024.2350117 DOI: https://doi.org/10.1080/17439884.2024.2350117
Makransky, G., Terkildsen, T., et Mayer, R. (2019). Adding immersive virtual reality to a science lab simulation causes more cognitive load and less learning. Journal of Computer Assisted Learning, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007 DOI: https://doi.org/10.1016/j.learninstruc.2017.12.007
Makransky, G., et Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141-1164. https://doi.org/10.1007/s11423-018-9581-2 DOI: https://doi.org/10.1007/s11423-018-9581-2
Makransky, G., et Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational psychology review, 33, 937-958. https://doi.org/10.1007/s10648-020-09586-2 DOI: https://doi.org/10.1007/s10648-020-09586-2
Mallik, D. A., et Aithal, P. S. (2024). Exploring the impact of emerging educational technology in MBA programs: Enhancing brand equity through virtual reality. International Journal of Management, Technology and Social Sciences (IJMTS), 9(1), 216-238. https://doi.org/10.47992/ijmts.2581.6012.0340 DOI: https://doi.org/10.47992/IJMTS.2581.6012.0340
Marquis, C., Poellhuber, B., Wall-Lacelle, S., Fortin, M.-N., et Bertrand, C. (2024). La réalité virtuelle comme moteur pour générer une expérience positive d’enseignement et d’apprentissage des sciences. Revue internationale des technologies en pédagogie universitaire, 21(2), 1‑28. https://doi.org/10.18162/ritpu-2024-v21n2-12 DOI: https://doi.org/10.18162/ritpu-2024-v21n2-12
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of computer assisted learning, 33(5), 403-423. https://doi.org/10.1111/jcal.12197 DOI: https://doi.org/10.1111/jcal.12197
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., et Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K–12 and higher education: A meta-analysis. Computers et Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033 DOI: https://doi.org/10.1016/j.compedu.2013.07.033
Miller, M. D., Castillo, G., Medoff, N., et Hardy, A. (2021). Immersive VR for organic chemistry: Impacts on performance and grades for first-generation and continuing-generation university students. Innovative Higher Education, 46(5), 565-589. https://doi.org/10.1007/s10755-021-09551-z DOI: https://doi.org/10.1007/s10755-021-09551-z
Niu, S., Zhang, J., Lin, J., Wang, B., et Yan, J. (2025). Enhancing anatomy education with virtual reality: integrating three-dimensional models for improved learning efficiency and student satisfaction. Frontiers in Medicine, 12. https://doi.org/10.3389/fmed.2025.1555053 DOI: https://doi.org/10.3389/fmed.2025.1555053
Parong, J., et Mayer, R. E. (2021). Cognitive and affective processes for learning science in immersive virtual reality. Journal of Computer Assisted Learning, 37(1), 226-241. https://doi.org/10.1111/jcal.12482 DOI: https://doi.org/10.1111/jcal.12482
Radianti, J., Majchrzak, T. A., Fromm, J., et Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers et Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778 DOI: https://doi.org/10.1016/j.compedu.2019.103778
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury. DOI: https://doi.org/10.5040/9781474235952
Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., et Sancho-Gil, J. M. (2020). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1-6. https://doi.org/10.1080/17439884.2020.1694945 DOI: https://doi.org/10.1080/17439884.2020.1694945
Shibata, T., Drago, E., Araki, T. et Horita, T. (2018). Encouraging Collaborative Learning in Classrooms Using Virtual Reality Techniques. Dans T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl et O. Zawacki-Richter (dir.), Proceedings of EdMedia: World Conference on Educational Media and Technology (p. 1577-1582). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184381/
Silverman, D. (2011). Interpreting Qualitative Data: A Guide to the Principles of Qualitative Research. Sage Publications, London.
Slater, M., et Sanchez-Vives, M. V. (2016). Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 3, 74. https://doi.org/10.3389/frobt.2016.00074 DOI: https://doi.org/10.3389/frobt.2016.00074
Slater, M., et Wilbur, S. (1997). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 6(6), 603-616. https://doi.org/10.1162/pres.1997.6.6.603 DOI: https://doi.org/10.1162/pres.1997.6.6.603
Stracke, C. M., Bothe, P., Adler, S., Heller, E. S., Deuchler, J., Pomino, J., et Wölfel, M. (2025). Immersive virtual reality in higher education: A systematic review of the scientific literature. Virtual Reality, 29(2), 64. https://doi.org/10.1007/s10055-025-01136-x DOI: https://doi.org/10.1007/s10055-025-01136-x
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649. https://www.jstor.org/stable/40469051 DOI: https://doi.org/10.3102/0034654308325896
Tight, M. (2019). Systematic reviews and meta-analyses of higher education research. European Journal of Higher Education, 9(2), 133-152. https://doi.org/10.1080/21568235.2018.1541752 DOI: https://doi.org/10.1080/21568235.2018.1541752
UNESCO. (2023). Global education monitoring report 2023: Technology in education: a tool on whose terms? https://digitallibrary.un.org/record/4020460
Van Dijck, J., Poell, T., et De Waal, M. (2018). The platform society: Public values in a connective world. Oxford university press. DOI: https://doi.org/10.1093/oso/9780190889760.001.0001
Williamson, B. (2022). Education policy and digital governance. Oxford University Press.