The Use of Virtual Reality in the Countries of the Central American Bank for Economic Integration (CABEI)

Álvaro Antón-Sancho, Pablo Fernández-Arias, Edwan Anderson Ariza and Diego Vergara ()
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Álvaro Antón-Sancho: Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Avila, C/Canteros s/n, 05005 Ávila, Spain
Pablo Fernández-Arias: Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Avila, C/Canteros s/n, 05005 Ávila, Spain
Edwan Anderson Ariza: Grupo de Nuevos Materiales, Facultad de Ingeniería, Universidad del Magdalena, Santa Marta 470004, Colombia
Diego Vergara: Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Avila, C/Canteros s/n, 05005 Ávila, Spain

Future Internet, 2024, vol. 16, issue 7, 1-16

Abstract: In recent years, virtual reality (VR) technologies have become one of the teaching tools with the greatest training potential in higher education. Thus, the study of factors that influence the adoption and valuation of VR by the educational agents involved is a fruitful line of research, because it can provide keys to promote its incorporation. This article compares the assessments of VR as a teaching technology in higher education given by professors from countries that are members of the Central American Bank for Economic Integration (CABEI) with those of professors from countries in the Latin American region that are not members of CABEI. For this purpose, a validated questionnaire on the perception of VR use was administered to a sample of 1246 professors from the entire Latin American region, and their responses were statistically analyzed. As a result, it was found that professors from CABEI countries give better ratings to the usability dimensions of VR and report a lower number of disadvantages in its use than professors from countries outside CABEI. However, the increase in the digital competence of professors in CABEI countries is more than twice as high as the increase in the valuation of VR. It follows that there is still much room for the integration of VR in higher education in CABEI countries. Furthermore, in CABEI countries there is a more pronounced gap between professors from private and public universities with respect to the above-mentioned ratings than in non-CABEI countries. As a consequence, some implications and suggestions derived from the results are reported.

Keywords: virtual reality; virtual learning environments; information and communication technologies; university tenure; developing countries (search for similar items in EconPapers)
JEL-codes: O3 (search for similar items in EconPapers)
Date: 2024
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