Virtual and Augmented Reality Environments as teaching media and their virtual dynamics in the teaching of telecommunications

Abstract

Introduction: Virtual and Augmented Reality environments have increasingly penetrated the educational field. It is becoming more common to find these environments capable of displaying content in a user-friendly and motivating setting to contribute to learning. This paper includes a review of the main characteristics of Virtual and Augmented Reality as pedagogical tools, elucidating relevant references along with the predominant epistemological and methodological frameworks for the period from 2021 to 2026. The objective of the study was to analyze the use of Virtual and Augmented Reality environments as teaching aids in the instruction of technical and professional content in Telecommunications, based on a literature review that integrates epistemological, pedagogical, and technological foundations. Methodology: The literature review was used to diagnose the problem and characterize the current state of the teaching-learning process using Virtual and Augmented Reality environments. A conceptualization of the topic was developed, focusing on the teaching-learning process of professional technical content using Virtual and Augmented Reality, reviewing the contributions of Cuban and international authors. Results: It was found that in the dynamics of the teaching-learning process, the teacher is vital in selecting the most suitable form of didactic mediator. Professional technical content encompasses the knowledge and skills necessary for the development of future professionals in technological profiles. Five pedagogical categories were identified that are present in the teaching-learning process using VR/AR environments as didactic tools: didactic intentionality of the content recreated in the VR and AR environment, abstract conceptualization of the content, experiential apprehension of the content, motivation and technological didactic contextualization, and competencies. Discussion: Experiential learning finds fertile ground in VR/AR environments, since students learn through direct participation in these environments. Constructivism and experiential learning are pedagogical approaches that emphasize the active construction of knowledge through active participation and practical experience. Technical and professional learning in VR/A environments is structured in dimensions that express a formative cycle: experiential apprehension, abstract conceptualization, didactic intentionality, motivation and technological contextualization, and the development of integrative competencies. Conclusions: The theoretical analysis reveals gaps in the formulation of proposals regarding methodologies, teaching strategies, and the existence of a coherent didactic methodology to effectively guide university professors in the implementation of VR/A environments. The incorporation of VR/A environments as didactic tools into the dynamics of the teaching-learning process of technical and professional telecommunications content requires approaches that actively integrate the student in the construction of knowledge, through strategies centered on experience, interaction, and the contextualized application of knowledge. The use of VR/AR environments in the teaching and learning process should not be understood simply as a technological novelty, but rather as a reconfiguration of the learning environment where meaningful learning processes are strengthened by connecting theory and practice, and where problem-solving and critical thinking skills are enhanced.