Exploring the potential of the metaverse in immersive educational environments: a study on the integration of virtual reality in the classroom
https://orcid.org/0000-0001-7529-6342
This study aimed to explore the perceptions and impact of the metaverse and virtual reality in immersive educational environments from the perspective of university students. A quantitative approach was adopted, collecting data through self-administered online surveys from a sample of 625 students from the University of Guayaquil, stratified by faculties and academic programs. The results revealed that most students (63.2%) had little or no prior experience with these technologies, but showed highly positive perceptions about their use in education. Students were found to recognize the potential of the metaverse and virtual reality to enhance understanding of concepts, foster interactive and collaborative learning, and develop practical skills. Additionally, the study identified a significant positive relationship between favorable perceptions and levels of motivation and engagement in learning. Students with prior experience reported higher levels of motivation and engagement compared to those without experience. Differences in perceptions were observed across faculties, with students from Industrial Engineering and Natural Sciences and Mathematics showing more positive perceptions. The findings support the importance of effectively integrating the metaverse and virtual reality in the classroom to enhance the educational experience, while highlighting the need to address challenges such as teacher training, infrastructure, and accessibility. The conclusions have both theoretical and practical implications for the field of immersive learning and the adoption of emerging technologies in education.
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