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Educational efficiency of VR visual media. Spain-Germany comparison and study of predictive factors

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Τίτλος: Educational efficiency of VR visual media. Spain-Germany comparison and study of predictive factors
Συγγραφείς: Mora de la Torre, Víctoria, Santín, Marina, García-Marín, David, Roncero Palomar, Ricardo, Dally, Benjamin
Έτος έκδοσης: 2026
Συλλογή: HafenCity University Hamburg: OPuS - Volltextserver der HCU
Θεματικοί όροι: Virtual reality, Immersive media, Educational innovation, Educational technology, Visual media, STEM, 006.8: Erweiterte und virtuelle Realität, ddc:006.8
Περιγραφή: Purpose: The evolution of emerging technologies, such as virtual reality, has transformed the way narratives are constructed and transmitted and their effectiveness in both narrative and educational terms. This study examines the perception of learning through VR narratives among secondary school students in Spain and Germany. Methodology: A quantitative questionnaire approach (n=1042) was applied in six schools, using an adaptation of the Instructional Material Motivational Survey (IMMS), validated by previous research. Results: The data, analysed using descriptive and inferential statistics, show significant differences between the two countries in several pedagogical dimensions associated with perceived learning, with Spanish students obtaining higher scores in relevance, attention and confidence-related variables. However, no statistically significant differences were found in the direct measure of perceived learning. Conclusions: The findings highlight the primacy of pedagogical factors over technological factors and the need for cultural and methodological adaptations to maximise the educational impact of VR.
Τύπος εγγράφου: article in journal/newspaper
Περιγραφή αρχείου: application/pdf
Γλώσσα: English
Relation: La Revista Icono 14. Journal of Communication and Emerging Technologies
Διαθεσιμότητα: https://repos.hcu-hamburg.de/handle/hcu/1303
Rights: info:eu-repo/semantics/openAccess ; https://creativecommons.org/licenses/by/4.0/
Αριθμός Καταχώρησης: edsbas.16F03CE
Βάση Δεδομένων: BASE
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  Data: Educational efficiency of VR visual media. Spain-Germany comparison and study of predictive factors
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  Data: 2026
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  Data: HafenCity University Hamburg: OPuS - Volltextserver der HCU
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  Data: <searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+media%22">Immersive media</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+innovation%22">Educational innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+media%22">Visual media</searchLink><br /><searchLink fieldCode="DE" term="%22STEM%22">STEM</searchLink><br /><searchLink fieldCode="DE" term="%22006%2E8%3A+Erweiterte+und+virtuelle+Realität%22">006.8: Erweiterte und virtuelle Realität</searchLink><br /><searchLink fieldCode="DE" term="%22ddc%3A006%2E8%22">ddc:006.8</searchLink>
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  Data: Purpose: The evolution of emerging technologies, such as virtual reality, has transformed the way narratives are constructed and transmitted and their effectiveness in both narrative and educational terms. This study examines the perception of learning through VR narratives among secondary school students in Spain and Germany. Methodology: A quantitative questionnaire approach (n=1042) was applied in six schools, using an adaptation of the Instructional Material Motivational Survey (IMMS), validated by previous research. Results: The data, analysed using descriptive and inferential statistics, show significant differences between the two countries in several pedagogical dimensions associated with perceived learning, with Spanish students obtaining higher scores in relevance, attention and confidence-related variables. However, no statistically significant differences were found in the direct measure of perceived learning. Conclusions: The findings highlight the primacy of pedagogical factors over technological factors and the need for cultural and methodological adaptations to maximise the educational impact of VR.
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      – SubjectFull: Immersive media
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      – SubjectFull: Educational innovation
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              Y: 2026
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