Assessment of Virtual Reality as a Pedagogical Tool Using ARCS and TAM in a Latin American Context

Abstract

Virtual reality (VR) tools represent current interactive computerized simulation tools. The application of VR can provide immersive simulations by facilitating hands-on exploration and analysis, fostering a deeper understanding of complex phenomena. VR can also permit the development of competencies in different contexts, such as in education. This article investigates the potential of VR as an educational tool at two educational levels in Chile: high school and university students. Given the positive experience results, this article aims to generalize in academic contexts about how the implementation of VR can support learning in the academic field and analyze the associated benefits and challenges. The experimental study was carried out with groups of students from the two educational levels, applying a standard instrumental model to identify VR's advantages and limitations concerning improving students' learning, participation, and motivation to continue learning with similar experiences. We highlight that the results obtained provided valuable information for understanding the impact of VR in education and offering recommendations for its effective implementation in educational settings. The primary limitation of this study is the existing hardware limitations that prevent this experience from being repeated in other academic settings. However, technology has reduced costs and is more accessible than before. Concerning the students' experience, they expressed their satisfaction and motivation regarding experiencing VR and related learning. Hence, without a doubt, VR represents a transformative tool in education. © 2025 IEEE.