Keywords
Inteligencia artificial, realidad virtual, aprendizaje personalizado, educación inmersiva, convergencia tecnológica
Abstract
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.
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Technical information
Received: 2025-06-23 | Reviewed: 2025-08-13 | Accepted: 2025-08-23 | Online First: 2026-01-02 | Published: 2026-01-04
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Geovanny Francisco Ruiz Muñoz. (2026). Aprendizaje inmersivo y personalizado: La convergencia de la inteligencia artificial y la realidad virtual en la educación. Comunicar, 34(84). 10.5281/zenodo.18114397