Realidad virtual en el aula de química: un análisis del aprendizaje con tecnología No Inmersiva y Semi-Inmersiva en bachillerato.

The teaching of chemistry in Ecuadorian high schools faces limitations related to memorization, poor conceptual understanding, and a lack of teaching and technological resources, which has an impact on academic performance. Against this backdrop, virtual reality emerges as an innovative alternative. This study analyzes the impact of non-immersive and semi-immersive virtual reality on the teaching of neutral oxy-salts, considering student perceptions of time use, motivation, participation, progress, ubiquity, and satisfaction. A quasi-experimental design was applied with 64 first-year high school students divided into two groups. Data were collected using a validated questionnaire and analyzed with descriptive statistics. The results show significant differences in favor of non-immersive virtual reality, especially in progress and satisfaction, with an academic average of 9.30/10 compared to 8.55/10 for the semi-immersive group. In this sense, spatial.io is consolidated as an efficient and interactive tool.