Efectos motivacionales de la realidad virtual en la educación musical: un estudio cuasiexperimental
Resumen
El estudio examina los efectos motivacionales observados en una intervención pedagógica en el contexto de una clase escolar de música, con participantes de entre 14 y 16 años, en la que se utilizó la realidad virtual (RV) como recurso didáctico. Se compararon los efectos de distintos métodos de proyección audiovisual — RV inmersiva, RV de escritorio y proyección tradicional — mediante un diseño cuasi-experimental con enfoque de métodos mixtos. Los datos obtenidos de un cuestionario que operacionalizó la motivación, los resultados de aprendizaje y un grupo focal fueron triangulados.
Los resultados indican que la RV aumentó la motivación de los participantes, con diferencias estadísticamente significativas y un tamaño de efecto elevado. Se encontró una correlación positiva entre algunas dimensiones de la motivación y los resultados de aprendizaje. Estos hallazgos divergen de las predicciones de teorías cognitivas actuales, como la Teoría del Aprendizaje Multimedial, que sugieren que la RV podría incrementar la carga cognitiva y limitar el aprendizaje. Se argumenta que la RV, al incorporar el canal perceptivo cinestésico mediante movimientos e interfaces hápticas, puede potenciar el aprendizaje de un modo no considerado por dicha teoría.
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