Análisis del uso de la realidad virtual para el desarrollo de las competencias STEAM en el tercer ciclo de educación primaria

Zusammenfassung

The existing literature extensively describes the benefits of virtual reality (VR) in educational settings, with numerous studies focusing on the consumption of resources through VR, exploring its impact on learning, performance, and motivation. However, there is a lack of empirical research involving primary education students as content creators in VR while developing key competencies for the 21st century. This active approach is essential for the development of STEM competencies required by Organic Law 3/2020 (LOMLOE). The objective of this research is to design, implement, and evaluate a didactic proposal that contributes to the development of STEAM competencies in students of the third cycle of primary education through a VR-based programming environment. To achieve this, a methodological design framed in Design-Based Research (DBR) was adopted, combining mixed methods, both qualitative and quantitative, and developed through iterative cycles of analysis, design, implementation, and evaluation. The DBR is structured into three main phases: (1) a preliminary investigation, developing a theoretical framework and analyzing students' self-perception of their digital competence; (2) the development and pilot phase, focused on analyzing the validity, practicality, and effectiveness of the didactic proposal; and (3) the final evaluation. The study sample included 179 fifth and sixth-grade primary education students from two schools in the city of Jaén. The first intervention was conducted with fifth-grade students, covering the areas of natural sciences and English, where they became creators of ecosystems in VR. The second intervention was carried out with sixth-grade students, involving social sciences, English, and digital culture and practice, where they represented their city and reflected on the measures implemented to protect the environment. The third and final intervention, also implemented with sixth-grade students, included mathematics, social sciences, English, and digital culture and practice, where they created mathematical mazes and a Goya exhibition. The analysis of the self-perception of digital competence among third-cycle primary education students reveals that, although most feel confident in basic skills, there are still areas that require more support, especially in the use of advanced technologies. Regarding the analysis of the level of motivation that creating resources in virtual reality inspires in students, the results show a high level of motivation; VR not only captures and maintains attention but is also perceived as a relevant tool that fosters learning confidence and generates satisfaction in the educational process. Although the perception of teachers about VR is positive, challenges are recognized, such as the need for training, the availability of adequate resources, and the time required for its implementation. The creation activities carried out by the students in VR have strengthened a wide range of STEAM competencies and digital competencies aligned with ISTE standards. Additionally, the necessary design principles for implementing a VR-based didactic proposal are highlighted, emphasizing the importance of immersion, interactivity, contextualization, and collaboration. In conclusion, the use of VR not only enriches the teaching-learning process but also strengthens STEAM competencies in primary education.