Resumen de Opinión de familias y alumnado sobre la realidad virtual inmersiva en el aprendizaje
Elena Pérez Barrioluengo, Camino Ferreira Villa, Alba González Moreira, María Álvarez de Godos
The pandemic highlighted the need to improve digital competence in education, emphasizing the importance of teacher training in ICT and investment in technological resources. This study focuses on the use of immersive virtual reality in teaching English in 6th grade, aiming to evaluate its impact on learning and gather opinions from students and families. An action-research design was adopted with 48 students and their families from a public school in León. Oculus Quest 2 devices were used for virtual reality activities. The methodology included three phases: teacher training, activity design, and intervention evaluation. Data were collected through questionnaires for students and families. The results showed a significant increase in students’ motivation and engagement, who found the classes more attractive and enjoyable. Families also perceived a positive impact, observing increased motivation in their children and improvements in their communication skills. In conclusion, virtual reality proved to be an effective tool to enrich the teaching-learning process, suggesting its transformative potential in current education.
