Realidad virtual inmersiva en la enseñanza de Inglés en Educación Primaria según la percepción del profesorado
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Elena Pérez Barrioluengo [2] ; Camino Ferreira Villa
[2]
;
Alfredo García Díaz
[2]
;
Javier Vidal García
[1]
-
[1] Universidad de León
Universidad de León
León, España
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[2] Colegio de Educación Infantil y Primaria Villa Romana, Navatejera-León
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- Localización: Enseñanza y aprendizaje en la era digital desde la investigación y la innovación / coord. por Fabrizio Manuel Sirignano, Rosabel Martínez Roig, Alexander López Padrón, 2024, ISBN 978-84-1079-000-1, págs. 300-308
- Idioma: español
- Enlaces
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Resumen
The study explores the implementation and impact of immersive virtual reality (VR) in primary education, specifically in teaching English as a foreign language to sixth-grade students. It addresses the increasing use of technology in education post-COVID-19 and highlights the necessity for teachers to enhance their digital competencies. The benefits of VR are described, such as providing a simulated learning environment where students can safely practise skills and interact with otherwise inaccessible settings. The study is structured into four phases: teacher training, designing VR learning activities, classroom implementation and project evaluation. Teachers underwent training on using VR, and specific VR activities were developed and vetted by experts. Six sessions were conducted in the English lessons, with both students and teachers actively participating. The evaluation involved feedback from students, teachers, and families, using tools like questionnaires and session diaries. Results indicated a high level of student motivation and improved learning outcomes, despite challenges related to varying levels of technological proficiency and resources. The study concludes that immersive VR positively influences student engagement and skill acquisition, underscoring the need for inclusive planning and resource availability.
