El impacto de la Realidad virtual y de la Realidad Aumentada en el ámbito educativo

Abstract

Virtual Reality (VR) technology has been adopted by the field of education for several decades. The aim of this integration was to simplify complex processes and develop specific skills in disciplines which require high risk manipulation (medical operations) and high costs (manipulation of highly sophisticated equipment).

On the other hand, from a demographic perspective, VR incorporation does not seem to have occurred only in highly developed countries and regions. However, first world countries have certainly included these technologies in their education plans for years.

Nearby countries such as Nicaragua (to take a country in our continent) are a sample of joint work of public and private sectors as universities and companies work towards the application of new technologies in the field of education.

Considering the scenario described above, we set out to study how VR has impacted on the Argentine education system. In order to do so, we aimed at finding out if this technology is implemented in pedagogical processes at educational institutions and if so, identifying the levels in which such technology has been incorporated. Moreover, we thought it was relevant to determine if the integration is homogeneous throughout the whole territory and the resulting differences (should they exist) between the use of VR technology and traditional methods when it comes to classroom work.