Digital immersion technologies transform agricultural learning: a study of interactive educational platforms among rural Colombian university students
Mario Alberto de la Puente Pacheco, Jose Torres, Hernán Javier Guzmán Murillo, Jenny Xiomara Márquez Carrascal, Heidy Rico
Abstract
Background Traditional agricultural education in rural contexts demonstrates limitations in student engagement and knowledge retention. Studies suggest virtual reality (VR) implementation may enhance educational outcomes in resource-constrained environments.Purpose This investigation examines how VR-mediated instruction affects academic performance, engagement, and attitudes among rural Agricultural Science undergraduates in Colombia.Design and method The study employed a quantitative experimental design with 250 undergraduate students across three Colombian universities. The experimental group (n = 125) utilized VR technology and AgriSphere software for soil nutrient management education, while the control group (n = 125) received traditional instruction over 14 weeks. Data collection included pre-test/post-test assessments, engagement measurements, and attitudinal surveys.Results Statistical analysis demonstrated significant improvement in academic performance for the experimental group compared to traditional instruction (experimental M = 85.0, SD = 8.5; control M = 80.0, SD = 9.0; t(248) = 2.90, p = 0.004, d = 0.63). The VR group exhibited higher engagement levels and more positive attitudes toward agricultural education. However, technical infrastructure limitations presented implementation challenges in some rural contexts.Discussion The findings indicate VR-mediated instruction effectiveness for agricultural education in rural settings. Given increasing emphasis on technology-enhanced learning, this study provides empirical evidence for educational technology integration in rural tertiary education. Future research should address technical infrastructure requirements and broader geographical applications.