Virtual environments in university students: A systematic review study
DOI:
https://doi.org/10.5281/zenodo.15368517Keywords:
artificial intelligence, virtual environments, strategiesAbstract
The objective of this study was to analyze the implications of virtual environments for university students. To this end, the PRISMA method was used, ensuring a systematic and transparent selection process. Regarding the inclusion criteria, articles published in recognized databases, such as Scopus and Scielo, were considered, using the keywords "virtual environments" AND "students," both in Spanish and English. Furthermore, only open-access articles published between 2021 and 2025 were included, and Boolean operators such as AND and OR were applied during the search. As an exclusion criterion, articles published before 2020 were discarded. In total, 25 relevant articles were selected: 22 from Scopus and 3 from Scielo. The results show that virtual environments are a valuable tool for improving the educational experience in the university setting. These environments facilitate personalized learning, optimize feedback and assessment, and provide more interactive and engaging educational experiences. Likewise, the use of artificial intelligence as a support tool, through chatbots and virtual assistants, represents a promising alternative for providing feedback and managing educational workload. These innovative technologies have the potential to transform the university experience, fostering collaboration between students and promoting adaptive learning. Furthermore, they enhance skills such as cognitive flexibility and creativity, while intelligent tutoring systems personalize teaching through algorithms and machine learning. However, it is important to consider the ethical and legal challenges associated with the use of virtual environments and artificial intelligence. Therefore, critical reflection on their implementation is required, avoiding evaluating them solely from a functional perspective.
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