IJIET 2025 Vol.15(4): 835-846
doi: 10.18178/ijiet.2025.15.4.2290
doi: 10.18178/ijiet.2025.15.4.2290
A Mixed-Methods Approach to Determine the Impact of Immersive Learning on Achieving Technological Competencies in Basic Education
Benjamín Maraza-Quispe, Victor Hugo Rosas-Iman, Leonor Casa-Zeballos*, Miguel Angel Ttito-Suaña,
Cristina Traverso-Condori, Selene Belén Torres-Gonzalez, Giuliana Feliciano-Yucra, Atilio Cesar Martínez-Lopez, and
Santos Toribio Tinco-Tupac
Education Department, Faculty of Education Sciences, Universidad Nacional de San Agustín de Arequipa, Arequipa, Perú
Email: bmaraza@unsa.edu.pe (B.M.-Q.); vrosasim@unsa.edu.pe (V.H.R.-I.); lcasaz@unsa.edu.pe (L.C.-Z.); mttitoss@unsa.edu.pe (M.A.T.-S.); ltraverso@unsa.edu.pe (C.T.-C.); storresg@unsa.edu.pe (S.B.T.-G.); gfelicianoy@unsa.edupe (G.F.-Y.); amartinezlo@unsa.edu.pe (A.C.M.-L.); stinco@unsa.edu.pe (S.T.T.-T.)
*Corresponding author
Email: bmaraza@unsa.edu.pe (B.M.-Q.); vrosasim@unsa.edu.pe (V.H.R.-I.); lcasaz@unsa.edu.pe (L.C.-Z.); mttitoss@unsa.edu.pe (M.A.T.-S.); ltraverso@unsa.edu.pe (C.T.-C.); storresg@unsa.edu.pe (S.B.T.-G.); gfelicianoy@unsa.edupe (G.F.-Y.); amartinezlo@unsa.edu.pe (A.C.M.-L.); stinco@unsa.edu.pe (S.T.T.-T.)
*Corresponding author
Manuscript received December 25, 2024; revised January 7, 2025; accepted January 20, 2025; published April 24, 2025
Abstract—The research aimed to determine the impact of immersive learning on achieving the competence “designs and builds technological solutions to solve problems” in secondary education students and its effect on four specific capacities: determining a technological solution, designing a technological solution, implementing and validating technological solution alternatives, and fostering innovation and creativity in technological design. Using a mixed-methods approach with a quasi-experimental design, a structured Likert-scale questionnaire and an interview were administered to 105 students participating in a program integrating immersive technologies. Quantitative data from the survey were analyzed using statistical techniques, and qualitative data from the interviews were categorized and coded. The results showed a significant positive impact of immersive experiences on the development of technological competencies. Students perceived these experiences as highly relevant and authentic, promoting active participation, enhancing creativity and originality in the design of technological solutions, and increasing effectiveness in implementation and validation. However, challenges such as resource availability and the need for continuous teacher training were identified, which must be addressed to maximize the potential of these technologies in education. The conclusion suggests that immersive technologies, such as augmented and virtual reality, are effective tools for improving both academic performance and students’ practical skills, highlighting the importance of their integration into different educational contexts to strengthen the development of technological competencies.
Keywords—immersive learning, technological competencies, Virtual Reality (VR), educational innovation, solution design
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—immersive learning, technological competencies, Virtual Reality (VR), educational innovation, solution design
Cite: Benjamín Maraza-Quispe, Victor Hugo Rosas-Iman, Leonor Casa-Zeballos, Miguel Angel Ttito-Suaña, Cristina Traverso-Condori, Selene Belén Torres-Gonzalez, Giuliana Feliciano-Yucra, Atilio Cesar Martínez-Lopez, and Santos Toribio Tinco-Tupac, "A Mixed-Methods Approach to Determine the Impact of Immersive Learning on Achieving Technological Competencies in Basic Education," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 835-846, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).