Perceptions of academics on the integration of extended reality tools in undergraduate education at the Universidad de Tarapacá

Abstract

The integration of Extended Reality (XR) technologies, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) into higher education demonstrates significant potential to transform pedagogical approaches. XR technologies create immersive, interactive environments that promote active student engagement, deepen understanding of complex concepts, and provide safe spaces for experiential learning. However, their effective adoption is hindered by critical challenges, such as resistance to change, infrastructural limitations, and the necessity for specialised academic training. This study examines the perceptions of academics at the Universidad de Tarapacá regarding the use of XR, specifically Meta Quest 3 devices, in their teaching practices. The findings reveal strong academic acceptance of XR, highlighting its potential to address educational issues such as limited resources and risks inherent in laboratory activities. Nevertheless, the study also identifies ongoing impediments, including the need for tailored applications, improved institutional infrastructure, and continuous faculty development. In conclusion, while the academic community shows a clear predisposition toward XR adoption, successful implementation requires a strategic approach to overcoming these barriers. Future initiatives should prioritize the development of discipline-specific XR solutions and the establishment of robust support mechanisms to enable the widespread, effective use of this technology across academic fields.