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Explorando las experiencias de los estudiantes de patología del habla y el lenguaje con la realidad virtual inmersiva
David M Rehfeld1, Abby Kugler1, Payton DeMeyer1
1Department of Applied Human Sciences, Kansas State University, Manhattan, Kansas, USA.
The clinical teacher
|September 2, 2025
Resumen
La realidad virtual (VR) en la educación de la patología del habla y el lenguaje (SLP) es prometedora. La realidad virtual inmersiva ofrece compromiso pero desafíos de usabilidad, mientras que la realidad virtual no inmersiva es accesible pero menos atractiva para los estudiantes de SLP.
Área de la Ciencia:
- Educación para la salud
- Patología del habla y el lenguaje
- Tecnología de Realidad Virtual
Sus antecedentes:
- La realidad virtual (VR) ofrece simulaciones de alta fidelidad para la educación sanitaria.
- Su impacto en las experiencias de aprendizaje de pregrado en patología del habla y el lenguaje (SLP, por sus siglas en inglés) está poco explorado.
- Este estudio examina la influencia de la realidad virtual en las percepciones de aprendizaje de los estudiantes.
Objetivo del estudio:
- Investigar cómo las simulaciones de realidad virtual inmersivas y no inmersivas afectan las percepciones de aprendizaje de los estudiantes de pregrado de SLP.
- Identificar los factores que influyen en la eficacia de la realidad virtual en la educación de la SLP.
Principales métodos:
- Análisis temático de las reflexiones escritas de 40 estudiantes universitarios de SLP.
- Comparación de las experiencias de aprendizaje utilizando Meta Quest 2 VR inmersivo frente a computadoras de escritorio no inmersivas.
Principales resultados:
- Tres temas surgieron: la tecnología como barrera/facilitador, el realismo/relevancia del contenido y los factores personales/ambientales.
- La realidad virtual inmersiva era atractiva pero tenía problemas de usabilidad / técnicos; la realidad virtual no inmersiva era accesible pero menos atractiva.
- El realismo del contenido y los factores personales/ambientales también dieron forma a las experiencias de aprendizaje.
Conclusiones:
- Tanto la realidad virtual inmersiva como la no inmersiva pueden mejorar la educación SLP, a pesar de los desafíos en la simulación de interacciones interpersonales.
- La novedad de la RV inmersiva aumenta el compromiso, pero requiere una curva de aprendizaje; la RV no inmersiva es más accesible.
- Las recomendaciones incluyen la orientación tecnológica, el uso de escenarios realistas y la optimización de la usabilidad para una integración efectiva de la realidad virtual en SLP.
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