Explorando las emociones de estudiantes de primer año de pedagogía a través de la implementación de simulaciones de clases con videos 360° en realidad virtual.
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Date
2024
Authors
Soto Medina, Christopher Sebastián
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Este estudio evaluó el impacto de una simulación de clases en realidad virtual con video 360° en las emociones y habilidades de manejo del aula de estudiantes de primer año de pedagogía, antes de su inserción en el aula. Mediante un enfoque mixto que integró datos cuantitativos y cualitativos, se trabajó con una muestra de 24 estudiantes de una universidad en Ñuble, a quienes se les aplicaron encuestas pre y post intervención con el instrumento miniGrid Emotion Language adaptado, seguido de una experiencia inmersiva en un entorno de realidad virtual y entrevistas grupales. Los resultados mostraron una reducción significativa en emociones negativas como miedo, ansiedad y disgusto, junto con un aumento en emociones positivas como confianza y tranquilidad, demostrando que la realidad virtual es una herramienta eficaz para la formación emocional y el desarrollo de competencias en manejo del aula. Se concluye que la incorporación de tecnologías inmersivas en la formación docente puede mejorar la preparación emocional de los futuros profesores, promoviendo una gestión más efectiva de situaciones desafiantes en el aula.
This study evaluated the impact of a virtual reality class simulation with 360° video on the emotions and classroom management skills of first-year pedagogy students before their classroom insertion. using a mixed-methods approach that integrated quantitative and qualitative data, a sample of 24 students from a university in Ñuble was selected, who underwent pre- and post-intervention surveys with the adapted miniGrid Emotion Language instrument, followed by an immersive experience in a virtual reality environment and group interviews. The results showed a significant reduction in negative emotions such as fear, anxiety, and disgust, along with an increase in positive emotions like confidence and tranquility, demonstrating that virtual reality is an effective tool for emotional training and the development of classroom management skills. It is concluded that the incorporation of immersive technologies in teacher training can enhance the emotional preparation of future teachers, promoting more effective management of challenging classroom situations.
This study evaluated the impact of a virtual reality class simulation with 360° video on the emotions and classroom management skills of first-year pedagogy students before their classroom insertion. using a mixed-methods approach that integrated quantitative and qualitative data, a sample of 24 students from a university in Ñuble was selected, who underwent pre- and post-intervention surveys with the adapted miniGrid Emotion Language instrument, followed by an immersive experience in a virtual reality environment and group interviews. The results showed a significant reduction in negative emotions such as fear, anxiety, and disgust, along with an increase in positive emotions like confidence and tranquility, demonstrating that virtual reality is an effective tool for emotional training and the development of classroom management skills. It is concluded that the incorporation of immersive technologies in teacher training can enhance the emotional preparation of future teachers, promoting more effective management of challenging classroom situations.
Description
Tesis presentada para optar al grado de Magíster en Informática Educacional para la Docencia
Keywords
Realidad virtual, Formación profesional, Pedagogía, Emociones