Learning Perception at Public University in Central Mexico

Cruz García Lirios¹ and José Alfonso Aguilar Fuentes²*
¹Universidad Autónoma de la Ciudad de México
²Universidad Autónoma del Estado de México
*Corresponding Author: José Alfonso Aguilar Fuentes, Universidad Autónoma del Estado de México.

Published: December 20, 2023

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Abstract  

The pandemic forced to move from the face-to-face classroom to the virtual classroom. This process was an opportunity to observe the predominance of immersive learning through findings related to augmented reality, gamification or the intensive use of platforms and digital social networks. Therefore, the objective of this work was to map the learning styles and types of thinking that prevailed in the post-pandemic period. A documentary, cross-sectional, exploratory and retrospective study was carried out with findings reported in the literature from 2020 to 2023. Based on an advanced search in institutional repositories, the axes of the research agenda were established and the records were compared with expert evaluations. judges through the Delphi technique. The results show the prevalence of four dimensions: non-immersive learning without or with critical thinking and immersive learning without or with critical thinking. When analyzing the relationships between the four components, it was found that non-immersive learning without critical thinking influenced the other elements. In relation to the confinement and deconfinement policies, as well as the transition strategies to the virtual classroom and return to the face-to-face classroom, the scope and limits of the study are discussed. That is, academic training and knowledge management is established from immersive learning with or without critical thinking.

Keywords: Immersive Learning; COVID-19; Learning Method; Critical Thinking; Learning Outcome

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