Statistical Analysis of the Influence of Teaching Experience on the Perception of Virtual Reality.

The use of virtual reality (VR) technologies applied to higher education is experiencing a vertiginous increase, mainly in scientific-technical areas. In this work, quantitative descriptive research is carried out on the perceptions of the didactic use of VR technologies by Latin American professors of engineering and health sciences. Specifically, a statistical analysis is carried out to identify significant gaps in the assessments carried out by the participating professors according to their area of knowledge and to study the influence exerted on these assessments by the teaching experience of the professors. For this purpose, a questionnaire designed for this purpose has been used, which has been answered by 432 professors of engineering and health sciences from different Latin American universities. The results reveal that engineering professors give better evaluations than health sciences professors of the didactic aspects of VR and that teaching experience positively influences engineering professors’ evaluations but negatively those of health sciences professors. It is recommended to increase teacher training in the use of VR, considering the specificities identified in each area of knowledge.