Immersive education: exploring the effect of virtual reality on vocabulary acquisition, self-efficacy, and engagement of elementary and high school students in Ñuble region.
| dc.contributor.advisor | Díaz Vargas, Caterin Alejandra | es |
| dc.contributor.author | Moreno Sagal, Gabriela Inés | es |
| dc.contributor.author | Vallejos Urrutia, Cristian Adonis | es |
| dc.date.accessioned | 2026-08-17T15:10:02Z | |
| dc.date.available | 2026-08-17T15:10:02Z | |
| dc.date.issued | 2025 | |
| dc.description | Tesis presentada para optar al título de Profesor/a de Inglés. | es |
| dc.description.abstract | Learning English as a second language is one of the most necessary tools for students to learn in today’s globalized society; however, it is difficult for students to learn, and even more difficult for teachers to create immersive situations for the students to participate in. Thus, newer methodologies are in constant development to increase the students’ acquisition of vocabulary; one of these newer tools is the use of Virtual Reality activities, which is something that has only been explored in certain areas in the world, but not in Latin America. In consequence, this study aims to explore the impact of Virtual Reality on English as a Foreign Language (EFL) vocabulary acquisition, self-efficacy, and engagement among students from elementary and high school education in the Chilean Ñuble Region. This research addresses the challenge of providing immersive and meaningful language learning experiences within traditional classrooms by creating activities that include the use of Virtual Reality devices and applying them in classes to see how students react and how much it helps in the acquisition of language in comparison to traditional classes. Data were collected in both groups through engagement and self-efficacy scales, which were adapted from validated instruments. The results revealed that students favor activities that use Virtual Reality, increasing their participation in classes and their level of English. However, this technology carries a series of xiii issues that teachers have to work through to make use of it. Nevertheless, despite the benefits of Virtual Reality in the classroom, challenges such as training, time management, and classroom organization were identified as key limitations. Overall, this study demonstrates that when properly implemented, the use of Virtual Reality can work as a useful pedagogical tool to enhance language learning, promote motivation, and support vocabulary development. | en |
| dc.description.campus | Los Ángeles | es |
| dc.description.departamento | Departamento de Teoría Política y Fundamentos de la Educación | es |
| dc.description.facultad | Escuela de Educación | es |
| dc.identifier.uri | https://repositorio.udec.cl/handle/11594/14373 | |
| dc.language.iso | en | en |
| dc.publisher | Universidad de Concepción | es |
| dc.rights | CC BY-NC-ND 4.0 DEED Attribution-NonCommercial-NoDerivs 4.0 International | en |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.title | Immersive education: exploring the effect of virtual reality on vocabulary acquisition, self-efficacy, and engagement of elementary and high school students in Ñuble region. | en |
| dc.type | Thesis | en |