Dra. Badilla-Quintana, María Graciela

The integration of immersive technology is one of the main trends in education. The purpose of this study is to understand how elementary school students experience the use of immersive technology, considering three properties: interactivity, presence, and flow. A natural science pedagogical intervention that incorporated the use of virtual reality and augmented reality was elaborated. 231 students from four schools in Concepción, Chile, participated. After the intervention, an instrument was applied to learn about the immersive experience. Findings indicate a high degree of agreement with the instrument's statements, which allows us to determine favourable levels of interactivity, presence, and flow, as well as the significant and positive association of these technological properties. Guidelines are proposed to maximise the capacity of immersive technologies in learning environments.

Las habilidades para el siglo XXI son un grupo de habilidades cognitivas, sociales, emocionales y digitales que ayudarán a los estudiantes de hoy a enfrentar los desafíos y problemas que surgirán cuando sean ciudadanos de la sociedad del conocimiento. Este artículo compara marcos referenciales de habilidades para el siglo XXI y propone un modelo eco-sistémico de habilidades y un marco de referencia que sintetiza la diversidad existente desde y para un contexto Latinoamericano. Sobre la base de una metodología de casos y un análisis descriptivo comparativo se evidenciaron concordancias, discrepancias e incongruencias entre los diferentes marcos consultados. Se creó un modelo teórico eco-sistémico que recategoriza diversas dimensiones, redefine y ordena un conjunto de habilidades otorgando sustento teórico para los procesos de innovación educativa en Latinoamérica y Chile.

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.