Palabras clave
immersive reality
motivation
teacher training
higher education Realidad Virtual
realidad inmersiva
motivación
formación de profesorado
enseñanza superior
Cómo citar
0
Resumen
Este estudio cuasiexperimental y correlacional (N=391) examina el impacto de la realidad virtual (RV) inmersiva en la inmersión, motivación y resultados académicos. Participaron dos grupos de estudiantes universitarios: el grupo de control recibió explicaciones sobre la usabilidad de la RV, mientras que el grupo experimental participó en actividades con videos 360º en dispositivos móviles. Utilizando el modelo UTAUT2, medimos la intención de futuros docentes hacia la RV inmersiva. Los resultados indican que el grupo experimental puntuó más bajo en Motivación Hedónica, Influencia Social y Valor Precio, sugiriendo que el uso repetido de la RV podría reducir el disfrute percibido, la presión social y el valor de la tecnología. El coeficiente de correlación intraclase (CCI) y la prueba t de Levene confirmaron inconsistencias y diferencias significativas en estos factores. En contraste, el grupo experimental puntuó más alto en Expectativa de Esfuerzo y Condiciones Facilitadoras, sugiriendo mayor facilidad de uso y recursos disponibles. Sin embargo, no hubo diferencias significativas en Expectativa de Rendimiento y Hábito, indicando que la intervención de RV no afectó la utilidad percibida y el uso habitual. Estos hallazgos destacan la importancia de mantener percepciones positivas de la RV y optimizar sus beneficios para mejorar las experiencias de aprendizaje.
Citas
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