Realidad Virtual en el aula: la voz de los estudiantes en la evaluación de objetos de aprendizaje

Julio Cabero-Almenara; Luisa Torres Barzabal; Almudena Martínez Gimeno

doi:10.31637/epsir-2026-2139

Authors

Julio Cabero-Almenara Universidad de Sevilla https://orcid.org/0000-0002-1133-6031
Luisa Torres Barzabal Universidad Pablo de Olavide https://orcid.org/0000-0003-0717-1606
Almudena Martínez Gimeno Universidad Pablo de Olavide https://orcid.org/0000-0002-6030-5135

DOI:

https://doi.org/10.31637/epsir-2026-2139

Keywords:

Assessment, Augmented Reality (AR), Extended Reality (XR), Virtual Reality (VR), Educational Technology, Usability, System Usability Scale, SUS

Abstract

Introduction: This study analyzes the usability and technical, aesthetic, and educational aspects of a virtual reality (VR) learning object, evaluated by university students. Methodology: A non-experimental, descriptive, and comparative design was used, with a quantitative and cross-sectional approach. 139 students from Pablo de Olavide University participated and evaluated two versions of the resource using the System Usability Scale (SUS) and a questionnaire on technical, aesthetic, and pedagogical dimensions. Results: Both versions received positive ratings, although version 1 obtained a higher average score on the SUS scale. Statistical analysis showed significant differences in usability (p = .023), but not in technical quality, aesthetics, ease of use, or educational usefulness. Discussion: The findings highlight the importance of a techno-pedagogical design focused on functionality, operational simplicity, and user experience, since better perceived usability may be related to more effective technical integration. Conclusions: Both versions are valid from a student perspective, but it is recommended to advance user-centered design strategies to enhance the educational value of virtual environments in higher education.

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Author Biographies

Julio Cabero-Almenara, Universidad de Sevilla

PhD in Educational Sciences. Professor of Didactics and School Organization at the University of Seville. Director of the Secretariat for Educational Innovation (US). Director of the Didactics Research Group. He has held five six-year research positions. He has given lectures at various Spanish, European, and Latin American universities. He has directed R&D&I projects such as teacher training in ICT, digital skills, and augmented and virtual reality. He has supervised 54 doctoral theses at various universities. He was co-director of the doctoral program "Training and Research in the Ibero-American Environment" at the Autonomous University of Tamaulipas (Mexico) and the Juan Michael Saracho University (Bolivia). He was director of the doctoral program in Education at the Department of Didactics and School Organization at the following universities: Moderna (Portugal), Metropolitana, and Carobobo (Venezuela).

Luisa Torres Barzabal, Universidad Pablo de Olavide

Professor in the Department of Education and Social Psychology at the Pablo de Olavide University of Seville and PhD in Educational Sciences. A member of the GEDUPO (SEJ457) research group, she has focused her work on teacher training, social education teaching, educational technology, and the evaluation of training materials. She has participated in R&D&I projects on digital competence, virtual environments, and extended reality. She has supervised four doctoral theses and two in progress. She is currently Academic Director of the Bachelor's Degree in Social Education and teaches in the Bachelor's Degrees in Social Education, Social Work and its double degree, and in the Master's Degree in Education for Development, Social Awareness, and Culture of Peace. She has held various academic management positions.

Almudena Martínez Gimeno, Universidad Pablo de Olavide

PhD in Educational Sciences. Associate Professor in the Department of Education and Social Psychology at the University of Puerto Rico (UPO, Seville). She has participated in various Master's programs and coordinates the module "Evaluation, Quality, and Innovation in Educational Institutions" in the Master's program "Education for Development, Social Awareness, and Culture of Peace" (UPO), where she served as a member of the Academic Committee as Quality Assured. She is a member of GEDUPO (SEJ457). A visiting professor at UNAN Managua since 2013, she is a member of the Academic Council of the first official doctoral program at the Public University of Nicaragua (UNAN Managua), called "Doctorate in Education in Social Intervention." She supervised three doctoral theses in the field of "Evaluation, Quality, and Innovation in University Teaching."

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