Influence of virtual reality on the university learning process: A quasi-experimental study

Abstract

The objective of this study was to evaluate the influence of the use of virtual reality in improving university education in engineering students. A quasi-experimental design was used with comparative groups, applying a pre-test and a post-test to measure the impact of virtual reality on the learning process. The sample included 40 students, divided into an experimental group that used virtual reality and a control group that maintained traditional teaching methods. The results showed that after the intervention the experimental group presented significant improvements in the levels of efficiency in immersive, observational and experiential learning, pointing out that virtual reality encourages greater interaction with content, autonomy in learning and decision making in simulated environments. In conclusion, virtual reality demonstrated its ability to improve academic performance and the development of critical competencies for vocational training, which, despite technological challenges, the adoption of this technology in Peruvian higher education has the potential to transform teaching, providing students with more dynamic and personalized educational experiences in line with the demands of the labor market.