metaverso como entorno didáctico interactivo para la retroalimentación de los aprendizajes de la asignatura de soporte técnico del bachillerato general unificado de la unidad educativa fiscal "mario minuche”.

Abstract

The thesis project by José Montaño and Andy Chávez investigates the use of the metaverse as an interactive teaching environment to enhance feedback in the Technical Support subject, aimed at second-year high school students at Unidad Educativa Mario Minuche in Ecuador. This research emphasizes the importance of integrating information and communication technologies (ICT) into learning. Using a mixed-methods approach that combines qualitative and quantitative data, the study analyzes the impact of the metaverse on the educational process, with the goal of increasing student engagement and motivation. A three-dimensional virtual environment is developed to allow students to interact with each other and with digital objects in real-time, utilizing technologies such as virtual reality (VR) and augmented reality (AR). Preliminary results suggest that this teaching environment facilitates the understanding of complex materials in a collaborative setting. Additionally, an educational needs analysis was conducted to determine the effective use of the metaverse as a feedback tool. Several challenges were identified, including the need for equitable access to technology and the creation of high-quality educational content. Thus, the metaverse is presented as an innovative solution to improve educational quality and promote inclusion. The study concludes that the metaverse not only enhances the quality of learning but also fosters a participatory environment that benefits both students and teachers, offering dynamic and immersive learning experiences that increase interest in the topics addressed.