Enhancing Self-Learning in Higher Education with Virtual and Augmented Reality Role Games: Students’ Perceptions
Luis Valladares Ríos, Ricardo Acosta-Díaz, Pedro C. Santana‐Mancilla
Abstract
This study investigates how virtual and augmented reality role games impact self-learning in higher education settings. A qualitative research–action approach that involved creating augmented reality micro-stories to encourage creativity and critical thinking was used. Through role-playing, students collaborated and gained a deeper understanding of the course, improving their self-learning abilities. The findings indicate that incorporating virtual and augmented reality into higher education positively affects self-learning, promoting active student engagement and meaningful learning experiences. Additionally, students perceive these immersive educational methods as bridging the gap between virtual and in-person learning environments, ultimately leading to enhanced educational results.