Aprendizaje inmersivo y personalizado: La convergencia de la inteligencia artificial y la realidad virtual en la educación.
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| Title: | Aprendizaje inmersivo y personalizado: La convergencia de la inteligencia artificial y la realidad virtual en la educación. |
|---|---|
| Alternate Title: | Immersive and Personalized Learning: The Convergence of Artificial Intelligence and Virtual Reality in Education. |
| Authors: | Ruiz Muñoz, Geovanny Francisco1 geovanny.ruizm@ug.edu.ec |
| Source: | Comunicar. ene2026, Vol. 34 Issue 84, p145-154. 10p. |
| Subject Terms: | *Artificial intelligence, *Academic achievement, *Educational change, *Individualized instruction, *Student engagement, *Higher education, Virtual reality, Immersive design |
| Abstract (English): | The fragmentation between traditional and digital educational media limits learning effectiveness in higher education, creating an urgent need to investigate strategic convergence approaches. This mixed-methods quasi-experimental study evaluated the differential impact of four technological configurations (traditional methodology, virtual reality (VR) without personalization, artificial intelligence (AI) without immersion, and AI+VR convergence) on academic performance, student engagement, and immersive experience among university students from health sciences, engineering, and digital arts. The interdisciplinary contribution spans education/pedagogy through empirical evidence on comparative technological effectiveness, AI+VR applied research through data on isolated versus integrated implementation, and cognitive psychology through identification of engagement processes mediating between technology and learning outcomes. One hundred twenty participants were randomly assigned to four groups and evaluated using standardized pre-post tests, engagement scales, and immersive experience measures, complemented by semi-structured interviews and non-participant observation. Results demonstrated significant superiority of AI+VR convergence across all measured dimensions, with substantial improvements in academic performance, student engagement, and immersive experience compared to individual technologies or traditional methods. Qualitative findings revealed enhanced contextual understanding and sustained concentration in the convergent group. These results provide empirical foundations for transforming university pedagogical paradigms toward personalized and immersive learning ecosystems. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La fragmentación entre medios educativos tradicionales y digitales limita la efectividad del aprendizaje en educación superior, creando la necesidad urgente de investigar enfoques de convergencia estratégica. Este estudio cuasi-experimental mixto evaluó el impacto diferencial de cuatro configuraciones tecnológicas (metodología tradicional, realidad virtual sin personalización, inteligencia artificial sin inmersión, y convergencia IA+RV) en el rendimiento académico, compromiso estudiantil y experiencia inmersiva de estudiantes universitarios de ciencias de la salud, ingeniería y artes digitales. La contribución interdisciplinaria abarca educación/pedagogía mediante evidencia empírica sobre efectividad tecnológica comparativa, investigación aplicada IA+RV a través de datos sobre implementación aislada versus integrada, y psicología cognitiva mediante identificación de procesos de compromiso que median entre tecnología y resultados de aprendizaje. Ciento veinte participantes fueron asignados aleatoriamente a cuatro grupos y evaluados mediante pruebas estandarizadas pre-post, escalas de compromiso y medidas de experiencia inmersiva, complementadas con entrevistas semiestructuradas y observación no participante. Los resultados demostraron superioridad significativa de la convergencia IA+RV en todas las dimensiones medidas, con mejoras sustanciales en rendimiento académico, compromiso estudiantil y experiencia inmersiva comparado con tecnologías individuales o métodos tradicionales. Los hallazgos cualitativos revelaron mayor comprensión contextual y concentración sostenida en el grupo convergente. Estos resultados proporcionan fundamentos empíricos para transformar paradigmas pedagógicos universitarios hacia ecosistemas de aprendizaje personalizado e inmersivo. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190997724 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Aprendizaje inmersivo y personalizado: La convergencia de la inteligencia artificial y la realidad virtual en la educación. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Immersive and Personalized Learning: The Convergence of Artificial Intelligence and Virtual Reality in Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ruiz+Muñoz%2C+Geovanny+Francisco%22">Ruiz Muñoz, Geovanny Francisco</searchLink><relatesTo>1</relatesTo><i> geovanny.ruizm@ug.edu.ec</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. ene2026, Vol. 34 Issue 84, p145-154. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The fragmentation between traditional and digital educational media limits learning effectiveness in higher education, creating an urgent need to investigate strategic convergence approaches. This mixed-methods quasi-experimental study evaluated the differential impact of four technological configurations (traditional methodology, virtual reality (VR) without personalization, artificial intelligence (AI) without immersion, and AI+VR convergence) on academic performance, student engagement, and immersive experience among university students from health sciences, engineering, and digital arts. The interdisciplinary contribution spans education/pedagogy through empirical evidence on comparative technological effectiveness, AI+VR applied research through data on isolated versus integrated implementation, and cognitive psychology through identification of engagement processes mediating between technology and learning outcomes. One hundred twenty participants were randomly assigned to four groups and evaluated using standardized pre-post tests, engagement scales, and immersive experience measures, complemented by semi-structured interviews and non-participant observation. Results demonstrated significant superiority of AI+VR convergence across all measured dimensions, with substantial improvements in academic performance, student engagement, and immersive experience compared to individual technologies or traditional methods. Qualitative findings revealed enhanced contextual understanding and sustained concentration in the convergent group. These results provide empirical foundations for transforming university pedagogical paradigms toward personalized and immersive learning ecosystems. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La fragmentación entre medios educativos tradicionales y digitales limita la efectividad del aprendizaje en educación superior, creando la necesidad urgente de investigar enfoques de convergencia estratégica. Este estudio cuasi-experimental mixto evaluó el impacto diferencial de cuatro configuraciones tecnológicas (metodología tradicional, realidad virtual sin personalización, inteligencia artificial sin inmersión, y convergencia IA+RV) en el rendimiento académico, compromiso estudiantil y experiencia inmersiva de estudiantes universitarios de ciencias de la salud, ingeniería y artes digitales. La contribución interdisciplinaria abarca educación/pedagogía mediante evidencia empírica sobre efectividad tecnológica comparativa, investigación aplicada IA+RV a través de datos sobre implementación aislada versus integrada, y psicología cognitiva mediante identificación de procesos de compromiso que median entre tecnología y resultados de aprendizaje. Ciento veinte participantes fueron asignados aleatoriamente a cuatro grupos y evaluados mediante pruebas estandarizadas pre-post, escalas de compromiso y medidas de experiencia inmersiva, complementadas con entrevistas semiestructuradas y observación no participante. Los resultados demostraron superioridad significativa de la convergencia IA+RV en todas las dimensiones medidas, con mejoras sustanciales en rendimiento académico, compromiso estudiantil y experiencia inmersiva comparado con tecnologías individuales o métodos tradicionales. Los hallazgos cualitativos revelaron mayor comprensión contextual y concentración sostenida en el grupo convergente. Estos resultados proporcionan fundamentos empíricos para transformar paradigmas pedagógicos universitarios hacia ecosistemas de aprendizaje personalizado e inmersivo. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.18114397 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 10 StartPage: 145 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational change Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Higher education Type: general – SubjectFull: Virtual reality Type: general – SubjectFull: Immersive design Type: general Titles: – TitleFull: Aprendizaje inmersivo y personalizado: La convergencia de la inteligencia artificial y la realidad virtual en la educación. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ruiz Muñoz, Geovanny Francisco IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: ene2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 34 – Type: issue Value: 84 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
