International Journal of
Information and Education Technology

Abstract

The objective of the research was to analyze perceptions of an immersive virtual environment in terms of usability, functionality, interactivity, motivation, educational content, and educational impact across genders in the teaching-learning processes of human anatomy and physiology at a university in Peru. A quantitative approach was used, with a pre-experimental, descriptive, and cross-sectional design. The sample included 44 university students (20 men and 24 women) who used the virtual environment as part of their learning process. A structured questionnaire based on a Likert scale was developed to evaluate dimensions such as usability, functionality, interactivity, motivation, educational content, and gender-related impact. The collected data were compared across genders to identify differences in perceptions. The results showed that the immersive virtual environment was positively perceived by students, with scores ranging from 3.5 to 4.2 in terms of usability, functionality, interactivity, motivation, and educational content. Women rated the environment more favorably than men, highlighting the need to adjust certain design aspects to better meet user expectations. In conclusion, the immersive virtual environment proved to be an effective tool for improving student engagement and learning experiences, significantly contributing to the development of motivation. However, adjustments in its design are needed to maximize its effectiveness and ensure a more equitable and optimal educational experience for all users.