A systematic review on virtual reality as a pedagogical tool for the development of skills in the training of higher education students.

Abstract

ABSTRACT

Objective: To develop a systematic review on virtual reality as a pedagogical tool for the development of skills in the training of higher education students.

Methodology: A systematic review documentary study was carried out. Almost all scientific publications worldwide have been considered to elaborate an outline of the state of the art of this technology incorporated to teaching and learning processes and strategies. For this study, the last 5 years (2019-2023) were considered. The databases used were: Scopus, ProQuest Academic, IEEE Xplore.

Results: The articles selected for analysis correspond to those published in the last five (5) years, considering that, after the COVID 19 pandemic, the number of publications regarding the relevance of incorporating VR as a decisive technological tool in the formation of competencies and skills of Higher Education students increased notoriously. The Learning Theories reviewed and with which VR does not impede the cognitive development of students, but rather, cooperates from motivational attitudes, self-reflection, self-regulation, autonomy, situated knowledge and collaborative work, linking strongly with theories such as constructivism and connectivism. The articles analyzed show the potential competencies and skills that are developed in students using VR as a pedagogical tool: commitment to the task (71%); creativity (57%); improvement in theoretical and practical understanding (71%); reasoning and motivation (92%); critical thinking (64%); among other categories and subcategories reviewed.

Conclusion: The analysis of the impact of this new technology as a pedagogical tool, positively reinforces the learning objectives, in addition to traditional training. The use of VR in the training experience is consistent with theories such as constructivism, in the sense that this tool generates and promotes specific learning contexts for the development of 21st century skills in higher education students.