La realidad virtual como recurso innovador para el aprendizaje de los Estudios Sociales en el séptimo año en la escuela Manuel Isaac Zúñiga de educación general básica

Abstract

This study examines the use of virtual reality as an instructional tool in Social Studies, focusing on seventh grade students at the Manuel Isaac Encalada Zúñiga School. The study aimed to determine if using immersive environments improves understanding of historical, geographical, and social content and promotes active, meaningful learning. The mixed-methods approach combined qualitative and quantitative techniques to provide a comprehensive view of the technological tool's impact in the classroom. Two key experiences were conducted: first, an interview with the subject teacher was conducted to identify perceptions and areas for improvement, and second, the prototype was applied to students and its effectiveness was evaluated through pre- and post-tests with statistical analysis. The results showed that virtual reality increased students' interest in and motivation for social studies and promoted the development of skills such as critical thinking, knowledge retention, and collaborative participation. The prototype, developed on the ArtSteps platform, allowed students to interact with 3D scenarios, facilitating understanding of complex content in an engaging, immersive way. In conclusion, virtual reality is an effective educational strategy for transforming traditional social studies teaching and aligning with current technological and pedagogical needs. This study aims to serve as a practical reference for strengthening teaching innovation and improving academic performance through an interdisciplinary, student-centered approach.