Educational efficiency of VR visual media. Spain-Germany comparison and study of predictive factors
Article Sidebar
Main Article Content
Abstract
Purpose: The evolution of emerging technologies, such as virtual reality, has transformed the way narratives are constructed and transmitted and their effectiveness in both narrative and educational terms. This study examines the perception of learning through VR narratives among secondary school students in Spain and Germany. Methodology: A quantitative questionnaire approach (n=1042) was applied in six schools, using an adaptation of the Instructional Material Motivational Survey (IMMS), validated by previous research. Results: The data, analysed using descriptive and inferential statistics, show significant differences between the two countries in several pedagogical dimensions associated with perceived learning, with Spanish students obtaining higher scores in relevance, attention and confidence-related variables. However, no statistically significant differences were found in the direct measure of perceived learning. Conclusions: The findings highlight the primacy of pedagogical factors over technological factors and the need for cultural and methodological adaptations to maximise the educational
impact of VR.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Funding data
-
European Commission
Grant numbers VIRION (Virtual Reality Applied to School Education) Programa Erasmus + de la Comisión Europea (ES01-KA220-SCH-000089414)
References
Belger, Julia; Hans-Otto, Karnath; Arno, Villringer; & Thöne-Otto, Angelika. (2023). The Application of Immersive Virtual Reality and Machine Learning for the Assessment of Unilateral Spatial Neglect. PRESENCE: Virtual and Augmented Reality, 32, 3–22. https://doi.org/10.1162/pres_a_00380 DOI: https://doi.org/10.1162/pres_a_00380
Boetje, Josien; & van Ginkel, Stan. (2021). The added benefit of an extra practice session in virtual reality on the development of presentation skills: a ran domized control trial. Journal of Computer Assisted Learning, 37, 253–264. https://doi.org/10.1111/jcal.12484 DOI: https://doi.org/10.1111/jcal.12484
Borja-Salazar, Erika Cecilia. (2024). Estrategias digitales y su eficiencia en la enseñanza aprendizaje del Idioma Inglés. MQRInvestigar, 8(3), 1212–1234. https://doi.org/10.56048/MQR20225.8.3.2024.1212-1234 DOI: https://doi.org/10.56048/MQR20225.8.3.2024.1212-1234
Bucher, John. (2017). Storytelling for virtual reality: Methods and principles for crafting immersive narratives. Routledge. DOI: https://doi.org/10.4324/9781315210308
Cabrera-Duffaut, Augusto; Pinto-Llorente, Ana María; & Iglesias-Rodríguez, Ana. (2024). Immersive learning platforms: Analyzing virtual reality con tribution to competence development in higher education —a systematic literature review. Frontiers in Education, 9. https://doi.org/10.3389/fed uc.2024.1391560 DOI: https://doi.org/10.3389/feduc.2024.1391560
Caldera Montes, Juan Francisco; Núñez Íñiguez, Lizardo Yael; Macías Legaspi, Paola; Zamora Betancourt, María del Rosario; & Reynoso González, Óscar Ulises. (2024). Estrés académico y autoconcepto en estudiantes universitarios mexi canos. Psicumex, 14(1), 1-26. https://doi.org/10.36793/psicumex.v14i1.538 DOI: https://doi.org/10.36793/psicumex.v14i1.538
Checa, David; & Bustillo, Andrés. (2020). A review of immersive virtual reality serious games to enhance learning and training. Multimedia Tools and Applications,79(9-10), 5501-5527. https://doi.org/10.1007/s11042-019-08348-9 DOI: https://doi.org/10.1007/s11042-019-08348-9
Cheng, Xiaoliang; Mo, Weilan; & Duan, Yujing. (2023). Factors contributing to learning satisfaction with blended learning teaching mode among higher education students in China. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1193675 DOI: https://doi.org/10.3389/fpsyg.2023.1193675
Chiroque Landayeta, Víctor Enrique. (2024). Experiencias en el uso de la Realidad – Virtual. Cuadernos del Centro de Estudios de Diseño y Comunicación, 225. https://doi.org/10.18682/cdc.vi225.11247 DOI: https://doi.org/10.18682/cdc.vi225.11247
Cobo-Rendón, Rubia; López Ángulo, Yaranay; & Sáez Delgado, Fabiola; & Mella Norambuena, Javier. (2022). Engagement, motivación académica y ajuste de es tudiantado universitario. Revista Electrónica Educare, 26(3), 256–274. https://doi.org/10.15359/ree.26-3.15 DOI: https://doi.org/10.15359/ree.26-3.15
Cózar Gutiérrez, Ramón; González-Calero Somoza, José Antonio; Villena Taranilla, Rafael; & Merino Armero, José Miguel. (2019). Análisis de la motivación ante el uso de la realidad virtual en la enseñanza de la historia en futuros mae stros. Edutec, Revista Electrónica De Tecnología Educativa, 68, 1–14. https://doi.org/10.21556/edutec.2019.68.1315 DOI: https://doi.org/10.21556/edutec.2019.68.1315
Domínguez-Lara, Sergio. (2017). Magnitud del efecto en anaálisis de regresión. Interacciones, 3(1), 3-5. https://doi.org/10.24016/2017.v3n1.46 DOI: https://doi.org/10.24016/2017.v3n1.46
Ferguson, Christopher J. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. https://doi.org/10.1037/a0015808 DOI: https://doi.org/10.1037/a0015808
García-Marín, David; Roncero Palomar, Ricardo; Santín, Marina; & Mora de la Torre, Victoria. (2025). El estudiantado de secundaria ante la RV en materias STEM. Efecto de la variable de género. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 275–297. https://doi.org/10.5944/ried.28.2.43267 DOI: https://doi.org/10.5944/ried.28.2.43267
García-Marín, David; & Salvar-Mantinrey, Guiomar. (2022) Viralizar la Verdad. Factores predictitivos del engagement en el contenido verificado en Tik Tok. Profesional de la Información, 31(2), 1-20. https://doi.org/10.3145/epi.2022.mar.10 DOI: https://doi.org/10.3145/epi.2022.mar.10
Grassini, Simone. (2024). The Hidden Psychological Costs of Virtual Work: Examining the Psychosocial Adverse Effects of Metaverse in the Workplace. Association for Computing Machinery, 11, 1–6. https://doi.org/10.1145/3673805.3673834 DOI: https://doi.org/10.1145/3673805.3673834
Gregor, Noelia Soledad. (2024). Habitar, Construir y Narrar Mundos Virtuales. Construcción de Narrativas en Minecraf. Cuadernos del Centro de Estudios de Diseño y Comunicación, 240. https://doi.org/10.18682/cdc.vi240.11790 DOI: https://doi.org/10.18682/cdc.vi240.11790
Guo, Mei; Gao, Haolin; Songyue, Yang; Kang, Yue; Liu, Yue; & Wang, Yongtian. (2024). Evaluation of stereoscopic visual fatigue in virtual reality with exploration of brain dynamics. Displays, 102898. https://doi.org/10.1016/j.displa.2024.102898 DOI: https://doi.org/10.1016/j.displa.2024.102898
Heo, Misook; & Toomey, Natalie. (2020). Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability. Computers and Education, 146, 103747. https://doi.org/10.1016/j.compedu.2019.103747 DOI: https://doi.org/10.1016/j.compedu.2019.103747
Huamán Huillca, Melissa Stefanny; & García-Montero, Rosario. (2022). Realidad Virtual, nuevas formas de contar historias: aproximaciones de la narrativa cin ematográfica inmersiva 360º. Discursos Fotográficos,19(32), 183–217. https://doi.org/10.5433/1984-7939.2022v19n32p183 DOI: https://doi.org/10.5433/1984-7939.2022v19n32p183
Itasanmi, Sunday Abidemi; & Ajani, Ayodele Oluwatoyin. (2023). Technology self-efficacy and digital literacy among odl students: the moderating role of gender. International Journal of Innovative Technologies in Social Science, 3(39). https://doi.org/10.31435/rsglobal_ijitss/30092023/8030 DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8030
Jakubowski, Michal; Wardaszko, Marcin; Winniczuk, Anna; Podgórski, Blazej; & Ćwil, Malgorzata. (2019). Cicero VR-public speaking training tool and an attempt to create positive social VR experience. Lecture notes in computer sci ence, 11575, 297–311. https://doi.org/10.1007/978-3-030-21565-1_20 DOI: https://doi.org/10.1007/978-3-030-21565-1_20
Jian, Yi; & Abu Bakar, Juliana Aida. (2024). Comparing cognitive load in learn ing spatial ability: immersive learning environment vs. digital learning me dia. Discover Sustainability, 111(5). https://doi.org/10.1007/s43621-024 00310-6 DOI: https://doi.org/10.1007/s43621-024-00310-6
Jiménez-Rodríguez, Virginia; Delgado-García, Cinthia María; Ondé-Pérez, Daniel; & Alvarado-Izquierdo, José María. (2024). Estrategias metacognitivas en relación con la metacomprensión lectoescritora y la motivación del estudiante univer sitario. Revista Colombiana de Educación, 93. https://doi.org/10.17227/rce. num93-19802 DOI: https://doi.org/10.17227/rce.num93-19802
Keller, John M. (1987). Development and use of the ARCS model of instruction al design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/10.1007/BF02905780 DOI: https://doi.org/10.1007/BF02905780
Keller, John M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer. DOI: https://doi.org/10.1007/978-1-4419-1250-3
Klingenberg, Sara; Jørgensen, Maria L. M.; Dandanell, Gert; Skriver, Karen; Mottelson, Aske; & Makransky, Guido. (2020). Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment. British Journal of Educational Technology, 51(6), 2115–2138. https://doi.org/10.1111/bjet.13029 DOI: https://doi.org/10.1111/bjet.13029
Kreß, Alexander; Lappe, Markus; & Bremmer, Frank. (2024). Comprehensive VR Dataset for Machine Learning: Head-and Eye-Centred Video and Positional Data. Data in Brief, 111187. https://doi.org/10.1016/j.dib.2024.111187 DOI: https://doi.org/10.1016/j.dib.2024.111187
Li, Hans. (2024). EngageNews: Your comprenhensive hub for interactive and in mersive news experiences. Global Media Journal, 22(68). https://doi.org/10.36648/1550-7521.22.68.430 DOI: https://doi.org/10.1002/csan.21090
Liu, Dejian; Dede, Chris; Huang, Ronghuai; & Richards, John. (2021). Virtual, Augmented, and Mixed Realities in Education. Springer.
Loorbach, Nicole; Peters, Oscar; Karreman, Joyce; & Steehouder, Michäel. (2015). Validation of the Instructional Materials Motivation Survey (IMMS) in a self-di rected instructional setting aimed at working with technology. British Journal of Educational Technology, 46(1), 204–218. https://doi.org/10.1111/bjet.12138 DOI: https://doi.org/10.1111/bjet.12138
Mallek, Fatma; Mazhar, Tehseen; Faisal Abbas Shah, Syed; Ghadi, Yazeed Yasin; & Hamam, Habib. (2024). A review on cultivating effective learning: synthesizing educational theories and virtual reality for enhanced educational experiences. PeerJ Computer Science, 10, e2000. http://doi.org/10.7717/peerj-cs.2000 DOI: https://doi.org/10.7717/peerj-cs.2000
Marrero Galván, Juan José; & Hernández Padrón, Manuel. (2022). La trascenden cia de la realidad virtual en la educación STEM: una revisión sistemática des de el punto de vista de la experimentación en el aula. Bordón. Revista De Pedagogía, 74(4), 45–63. https://doi.org/10.13042/Bordon.2022.94179 DOI: https://doi.org/10.13042/Bordon.2022.94179
Mondal, Prodeep Kumar. (2024). Exploring the impact of digital distraction on learning: A qualitative analysis of university students' experiences and strat egies. International Journal of Educational Knowledge Studies, 3, 625- 632. https://doi.org/10.70333/ijeks-03-09-023 DOI: https://doi.org/10.70333/ijeks-03-09-023
Muñoz, Adolfo; & Martí, Ana. (2020). New Storytelling for Archaeological Museums Based on Augmented Reality Glasses. In: Hageneuer, S. (ed.) Communicating the Past in the Digital Age: Proceedings of the International Conference on Digital Methods in Teaching and Learning in Archaeology, pp. 85–100. Ubiquity Press. DOI: https://doi.org/10.5334/bch.g
Muradova, Firuza Rashidovna. (2020). Virtual laboratories in teaching and educa tion. Theoretical & Applied Science, 82(2), 106–109. https://doi.org/10.15863/TAS.2020.02.82.18 DOI: https://doi.org/10.15863/TAS.2020.02.82.18
Peng, Zhao. (2025). Telling a Story with Graphs: How to Apply Narrative Visualization Strategies and Visualization Techniques in Journalistic Storytelling. In: Mutsvairo, B., Orgeret, K.S. (eds) The Palgrave Handbook of Global Digital Journalism. Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-031-59379-6_18
Posso-Yépez, Miguel; León Ron, Verónica; Guzmán Torres, Christian; & Bastidas, Camila. (2025). Agotamiento (burnout) en estudiantes universitarios: análisis desde la resiliencia, sexo, edad y el nivel de estudios. Formación Universitaria, 18(2), 59–74. https://doi.org/10.4067/S0718-50062025000200059 DOI: https://doi.org/10.4067/s0718-50062025000200059
Rubio Tamayo, José Luis; & Gértrudix Barrio, Manuel. (2022). Standards and Classification of Information Representation and Levels of Virtuality in the Medium of Extended Reality: Towards a Taxonomic Model of an XR Paradigm. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional de Tecnología, Ciencia y Sociedad, 11(2), 275-291. https://doi.org/10.37467/revtechno.v11.3494 DOI: https://doi.org/10.37467/revtechno.v11.3494
Sigmundstad, Therese; & Fosli, Frida. (2024). Boosting Motivation and Self-Efficacy Through Formative Feedback in Virtual Reality Vocational Training and Career Guidance. NTNU Open.
Umar, Mwebesa; & Hasan, Mahbub. (2024). Predicting students’ satisfaction with academic services at a multicultural engineering university in Bangladesh: A multiple regression analysis. PLoS ONE 19(9), e0309223. https://doi.org/10.1371/journal.pone.0309223 DOI: https://doi.org/10.1371/journal.pone.0309223
Zhiyuan, Yu; & Cheng-Hung, Lo. (2023). Mapping the Viewer Experience in Cinematic Virtual Reality: A Systematic Review. PRESENCE: Virtual and Augmented Reality, 32, 205–229. https://doi.org/10.1162/pres_a_00409 DOI: https://doi.org/10.1162/pres_a_00409
Zoccali, Carmine; & Mallamaci, Francesca. (2024). Exploring the metaverse: op portunities for nephrology in patient care and education, Nephrology Dialysis Transplantation, gfae281, https://doi.org/10.1093/ndt/gfae281 DOI: https://doi.org/10.1093/ndt/gfae281
Zuñe Chero, Limberg; Romero Paredes, Rolando; & Idrogo Burga, Edinzon. (2023). Percepción estudiantil sobre el uso de una plataforma colaborativa de realidad virtual en el aprendizaje de asignaturas de ciencias. Educación, 32(63), 179 203. https://doi.org/10.18800/educacion.202302.A009 DOI: https://doi.org/10.18800/educacion.202302.A009