Virtual Reality as a Didactic Strategy for Learning Ecology in University Students in Montería, Colombia

Abstract

The objective of this study was to strengthen the learning of ecology through the implementation of a didactic sequence based on virtual reality, aimed at first-year university students in Montería, Colombia. The research was framed in a qualitative approach, of the research-action type, using methods such as participant observation, semi-structured interviews and content analysis. The educational intervention was developed through the Google Classroom platform, combining immersive experiences in virtual reality with guided didactic activities. The results showed a positive impact of virtual reality on the understanding of complex ecology concepts, significantly improving content retention and student motivation. In addition, greater participation and commitment in academic activities was observed, as well as a notable improvement in formative and final evaluations. In conclusion, virtual reality is presented as an effective educational tool to facilitate the learning of ecology, by allowing an active and contextualized learning experience. The research highlights the importance of integrating emerging technologies into the university curriculum, promoting a more interactive and meaningful education.