Publication: Aprendizaje en Realidad Virtual: impacto en la carga cognitiva y el rendimiento del alumnado universitario
Authors
Cabero Almenara, Julio ; Miravete Gracia, María ; Palacios Rodríguez, Antonio
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red.644621
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info:eu-repo/semantics/article
Description
Abstract
La Realidad Virtual (RV) se consolida como una herramienta educativa clave, capaz de mejorar la experiencia de aprendizaje mediante entornos inmersivos. En esta investigación, se explora la efectividad de los objetos de aprendizaje en RV en términos de adquisición de conocimientos, percepción estudiantil y carga cognitiva. Participan 132 estudiantes universitarios del Grado en Pedagogía y se emplea un diseño preexperimental pretest-postest, utilizando cuestionarios de elección múltiple y escalas adaptadas para evaluar las dimensiones mencionadas. Se identificaron diferencias significativas entre pretest y postest, indicando una mejora en la adquisición de conocimientos. La carga cognitiva global fue moderada, destacando la carga pertinente como positiva. Estos hallazgos refuerzan la teoría de la carga cognitiva y subrayan la importancia del diseño instruccional en RV. Por tanto, los objetos de aprendizaje en RV, bien diseñados, son herramientas efectivas para facilitar el aprendizaje, aunque es necesario seguir investigando en contextos diversos y con dispositivos más inmersivos.
Virtual Reality (VR) is consolidating as an educational tool capable of enhancing the learning experience through immersive environments.This research explores the effectiveness of VR learning objects in terms of knowledge acquisition, student perception, and cognitive load. 132 undergraduate students from the Bachelor's Degree in Pedagogy participated. A pre-experimental pretest-posttest design was used, utilizing multiple-choice questionnaires and adapted scales to assess the aforementioned dimensions.Significant differences were identified between pretest and posttest, indicating an improvement in knowledge acquisition. The overall cognitive load was moderate, highlighting the relevant load as positive.These findings reinforce cognitive load theory and underscore the importance of instructional design in VR.Therefore, well-designed VR learning objects are effective tools for facilitating learning, although further research is needed in diverse contexts and with immersive devices.
Virtual Reality (VR) is consolidating as an educational tool capable of enhancing the learning experience through immersive environments.This research explores the effectiveness of VR learning objects in terms of knowledge acquisition, student perception, and cognitive load. 132 undergraduate students from the Bachelor's Degree in Pedagogy participated. A pre-experimental pretest-posttest design was used, utilizing multiple-choice questionnaires and adapted scales to assess the aforementioned dimensions.Significant differences were identified between pretest and posttest, indicating an improvement in knowledge acquisition. The overall cognitive load was moderate, highlighting the relevant load as positive.These findings reinforce cognitive load theory and underscore the importance of instructional design in VR.Therefore, well-designed VR learning objects are effective tools for facilitating learning, although further research is needed in diverse contexts and with immersive devices.
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