Assessment of Virtual Reality as a Didactic Resource in Higher Education

Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective...

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Autores principales:	Diego Vergara, Álvaro Antón-Sancho, Jamil Extremera, Pablo Fernández-Arias
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	virtual reality didactic resource higher education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/811bc604224c42639c7d6ae557854c79
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spelling	oai:doaj.org-article:811bc604224c42639c7d6ae557854c792021-11-25T19:03:53ZAssessment of Virtual Reality as a Didactic Resource in Higher Education10.3390/su1322127302071-1050https://doaj.org/article/811bc604224c42639c7d6ae557854c792021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12730https://doaj.org/toc/2071-1050Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.Diego VergaraÁlvaro Antón-SanchoJamil ExtremeraPablo Fernández-AriasMDPI AGarticlevirtual realitydidactic resourcehigher educationEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12730, p 12730 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	virtual reality didactic resource higher education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	virtual reality didactic resource higher education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Diego Vergara Álvaro Antón-Sancho Jamil Extremera Pablo Fernández-Arias Assessment of Virtual Reality as a Didactic Resource in Higher Education
description	Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.
format	article
author	Diego Vergara Álvaro Antón-Sancho Jamil Extremera Pablo Fernández-Arias
author_facet	Diego Vergara Álvaro Antón-Sancho Jamil Extremera Pablo Fernández-Arias
author_sort	Diego Vergara
title	Assessment of Virtual Reality as a Didactic Resource in Higher Education
title_short	Assessment of Virtual Reality as a Didactic Resource in Higher Education
title_full	Assessment of Virtual Reality as a Didactic Resource in Higher Education
title_fullStr	Assessment of Virtual Reality as a Didactic Resource in Higher Education
title_full_unstemmed	Assessment of Virtual Reality as a Didactic Resource in Higher Education
title_sort	assessment of virtual reality as a didactic resource in higher education
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/811bc604224c42639c7d6ae557854c79
work_keys_str_mv	AT diegovergara assessmentofvirtualrealityasadidacticresourceinhighereducation AT alvaroantonsancho assessmentofvirtualrealityasadidacticresourceinhighereducation AT jamilextremera assessmentofvirtualrealityasadidacticresourceinhighereducation AT pablofernandezarias assessmentofvirtualrealityasadidacticresourceinhighereducation
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Assessment of Virtual Reality as a Didactic Resource in Higher Education

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