Educational efficiency of VR visual media. Spain-Germany comparison and study of predictive factors

Abstract

Purpose: The evolution of emerging technologies, such as virtual reality, has transformed the way narratives are constructed and transmitted and their effectiveness in both narrative and educational terms. This study examines the perception of learning through VR narratives among secondary school students in Spain and Germany. Methodology: A quantitative questionnaire approach (n=1042) was applied in six schools, using an adaptation of the Instructional Material Motivational Survey (IMMS), validated by previous research. Results: The data, analysed using descriptive and inferential statistics, show significant differences between the two countries in several pedagogical dimensions associated with perceived learning, with Spanish students obtaining higher scores in relevance, attention and confidence-related variables. However, no statistically significant differences were found in the direct measure of perceived learning. Conclusions: The findings highlight the primacy of pedagogical factors over technological factors and the need for cultural and methodological adaptations to maximise the educational impact of VR.