Ciencias Humanas y de la Educación

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/408

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Autor/a: search.filters.author.Lasluisa Chacha Fernando Gabriel

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    Item type:Ítem,
    Realidad Virtual como herramienta de aprendizaje de poliedros en los estudiantes del décimo año de la Unidad Educativa Issac Acosta Calderón
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la Matemática, 2025-10-23)
    Lasluisa Chacha Fernando Gabriel
    ;
    Sánchez Guerrero Mentor Javier
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la Matemática
    The present research, entitled “Virtual Reality as a Tool for Learning Polyhedra among Tenth-Grade Students at the Issac Acosta Calderón Educational Unit,” aims to implement technological tools that enable students to enhance their digital skills, geometric reasoning, and logical and deductive thinking. The objective of the study was to determine the scope of Virtual Reality as a tool for learning polyhedra, with the aim of improving students’ understanding of three-dimensional geometric shapes and fostering meaningful learning. A mixed-methods approach was adopted: the qualitative approach allowed for evaluating the level of geometric reasoning, while the quantitative approach enabled observation of the degree of relationship between the two variables. The type of research was correlational, with a preexperimental design, applied to a population of 21 tenth-grade students in basic general education. The Van Hiele Test was used as a data collection instrument, which allowed for the identification of the level of geometric reasoning before and after the intervention with the NeoTrie VR software. The results obtained at the end of the intervention revealed that virtual reality favored the development of geometric reasoning, since more than three-quarters of the students scored at the high and complete levels in visualization, analysis, and classification. To determine the degree of relationship between the variables, the Wilcoxon signed-rank test was applied, which confirmed the existence of significant differences after the use of virtual reality. In conclusion, the incorporation of educational technologies, namely virtual reality into geometry instruction yields better results in developing geometric reasoning than traditional teaching, by fostering interactive, visual, and motivating learning. Therefore, it is recommended to implement technology-based pedagogical strategies that strengthen students’ logical and geometric thinking.