Realidad virtual inmersiva y aprendizaje experiencial: percepción de presencia, motivación y logro académico
DOI:
https://doi.org/10.55204/pcc.v6i2.e176Keywords:
realidad virtual inmersiva; aprendizaje experiencial; presencia; motivación; logro académico.Abstract
La realidad virtual inmersiva ha adquirido creciente relevancia en la educación superior por su capacidad para generar experiencias de aprendizaje interactivas, contextualizadas y cercanas a situaciones reales. El objetivo de este estudio fue analizar la evidencia científica reciente sobre su relación con el aprendizaje experiencial, considerando especialmente la percepción de presencia, la motivación y el logro académico. Se desarrolló una revisión sistematizada de la literatura, con enfoque cualitativo y alcance descriptivo-analítico, a partir de estudios publicados entre 2021 y 2026. Los resultados muestran que la realidad virtual inmersiva puede favorecer la participación, el interés y la comprensión cuando se integra mediante actividades con objetivos claros, interacción significativa y reflexión posterior. La percepción de presencia aparece como un elemento facilitador del involucramiento, mientras que la motivación puede incrementar la disposición hacia el aprendizaje. No obstante, los beneficios dependen del diseño instruccional y de una adecuada gestión de la carga cognitiva. Se concluye que la efectividad de la realidad virtual radica en su integración pedagógica, más que en la tecnología por sí sola.
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