Dra. Badilla-Quintana, María Graciela

Immersive Technology has dramatically changed the concept of teaching and learning. Its academic study is recent, so there is little to no background information that can explain how its stimuli and cognitive reactions can improve students' learning experiences. Therefore, this study set out to analyze the psychometric properties of a questionnaire to measure the stimuli and cognitive reactions inherent in Immersive Technology. Rigorous criteria were considered in the questionnaire's design and validation in order to achieve this objective: theoretical review, expert judgment, cognitive interview, pilot test, and exploratory and confirmatory factor analysis. The instrument was administered to 231 middle school students in Concepción, Chile. Participants responded to the instrument after observing and interacting with science content using augmented reality and virtual reality technologies. After conducting the analyses, a latent structure with a good fit for the data was obtained, consisting of 16 items that underlie the latent variables, interactivity, presence, and flow. The questionnaire, called TINMER, presents a satisfactory level of reliability (0.85). Guidelines for its use are discussed to deepen the potential of Immersive Technology in learning experiences.

Immersive technologies such as augmented reality and virtual reality have attracted a great deal of interest in educational research; they have the potential to enhance learning by providing interactive, realistic, and safe experiences without the constraints of time and space. This study is based on a systematic review of the literature following the guidelines of the PRISMA statement. The scientific production related to the integration of immersive technologies in learning processes in primary education was examined. The Web of Science, Scopus and ERIC databases were searched, considering the period from 2018 to 2023. The sample consisted of 64 studies that met the established inclusion criteria. The results showed a higher production of studies in Asia, a lack of theoretical support for the integration of immersive technologies, and a greater focus on science education. In conclusion, it is highlighted that studies focus on the effect of immersive technologies on academic achievement without sufficiently addressing the cognitive and affective experience of students. The study presents a classification framework grounded in the stimulus-organism-response model, offering recommendations for future research and practical implications for educators, educational policy makers, and digital content designers.