Realidad Virtual y sus principales características: una guía para principiantes
Palabras clave:
Realidad Virtual, Inmesión, Percepción, Interactividad, Sentidos, MasificaciónResumen
La Realidad Virtual (RV) es una tecnología transformadora que simula entornos a través de imágenes generadas por computadora, con el objetivo de replicar experiencias del mundo real. Definida por tres características principales: inmersión, percepción e interactividad, la RV tiene un gran potencial en diversos campos, particularmente en educación y terapia. A pesar de su promesa, no ha alcanzado el nivel de adopción esperado, debido a menudo a barreras tecnológicas y económicas. Este artículo ofrece una guía introductoria para principiantes, explicando los roles sensoriales en la RV y cómo estos elementos contribuyen a crear experiencias inmersivas. También explora las aplicaciones de la RV, incluida su función en la capacitación y educación, sus beneficios motivacionales y sus usos terapéuticos. Además, se abordan los desafíos que dificultan la implementación generalizada de la RV, como los altos costos, la carga cognitiva y la falta de aplicaciones esenciales. El objetivo es destacar la importancia de la RV como una poderosa herramienta educativa, al mismo tiempo que se resaltan los factores que impiden su adopción más amplia.
Citas
Altukhaim, S., Sakabe, N., Nagaratnam, K., Mannava, N., Kondo, T., & Hayashi, Y. (2025). Immersive virtual reality enhanced reinforcement induced physical therapy (EVEREST). Displays, 87, 102962. https://doi.org/10.1016/j.displa.2024.102962
Bailenson, J. N., Yee, N., Merget, D., & Schroeder, R. (2006). The effect of behavioral realism and form realism of real-time avatar faces on verbal disclosure, nonverbal disclosure, emotion recognition, and copresence in dyadic interaction. Presence: Teleoperators and Virtual Environments, 15(4), 359–372. https://doi.org/10.1162/pres.15.4.359
Beck, D. (2019). Special Issue: Augmented and Virtual Reality in Education: Immersive Learning Research. Journal of Educational Computing Research, 57(7), 1619–1625. https://doi.org/10.1177/0735633119854035
Biocca, F. (1992). Communication Within Virtual Reality: Creating a Space for Research. Journal of Communication, 42(4), 5–22. https://doi.org/10.1111/j.1460-2466.1992.tb00810.x
Biocca, F. (1997). The Cyborg ’ s Dilemma : Progressive Embodiment in Virtual Environments . The Cyborg ’ s Dilemma : Progressive Embodiment in Virtual Environments [ 1 ]. Second International Conference on Cognitive Technology, December, 1–29.
Bohil, C. J., Alicea, B., & Biocca, F. A. (2011). Virtual reality in neuroscience research and therapy. Nature Reviews Neuroscience, 12(12). https://doi.org/10.1038/nrn3122
Bohmeier, B., Cybinski, L. M., Gromer, D., Bellinger, D., Deckert, J., Erhardt-Lehmann, A., Deserno, L., Mühlberger, A., Pauli, P., Polak, T., & Herrmann, M. J. (2025). Intermittent theta burst stimulation of the left dorsolateral prefrontal cortex has no additional effect on the efficacy of virtual reality exposure therapy for acrophobia. A randomized double-blind placebo-controlled study. Behavioural Brain Research, 476. https://doi.org/10.1016/j.bbr.2024.115232
Chiquet, S., Martarelli, C. S., Weibel, D., & Mast, F. W. (2023). Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes. Learning and Instruction, 84. https://doi.org/10.1016/j.learninstruc.2022.101716
Cipresso, P., Giglioli, I. A. C., Raya, M. A., & Riva, G. (2018). The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature. Frontiers in Psychology, 9(November), 1–20. https://doi.org/10.3389/fpsyg.2018.02086
David, R., Lemos, C., Daniela, M., Restrepo, C., Santiago, O., & Montaño, P. (2020). Enterprise architecture learning through virtual reality software prototype. Case Study. Revista Educación En Ingeniería, 15(30), 9–17. https://doi.org/10.26507/rei
Fourman, M. S., Ghaednia, H., Lans, A., Lloyd, S., Sweeney, A., Detels, K., Dijkstra, H., Oosterhoff, J. H. F., Ramsey, D. C., Do, S., & Schwab, J. H. (2021). Applications of augmented and virtual reality in spine surgery and education: A review. Seminars in Spine Surgery, 33(2), 100875. https://doi.org/10.1016/j.semss.2021.100875
Fuchs, H., Bishop, G., Bricken, W., Brooks, F., Brown, M., Burbeck, C., Durlach, N., Ellis, S., Green, M., Lackner, J., McNeill, M., Moshel, M., Pausch, R., Robinett, W., Srinivasan, M., Sutherland, I., Urban, D., & Wenzel, E. (1992). Research Directions in Virtual Environments. In NSF Invitational Workshop. https://doi.org/10.1145/142413.142416
Fuchs, L., Kluska, A., Novak, D., & Kosashvili, Y. (2022). The influence of early virtual reality intervention on pain, anxiety, and function following primary total knee arthroplasty. Complementary Therapies in Clinical Practice, 49. https://doi.org/10.1016/j.ctcp.2022.101687
Fulvio, J. M., Ji, M., & Rokers, B. (2021). Variations in visual sensitivity predict motion sickness in virtual reality. Entertainment Computing, 38. https://doi.org/10.1016/j.entcom.2021.100423
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students ’ learning gains. Educational Research Review, 27(March), 244–260. https://doi.org/10.1016/j.edurev.2019.04.001
Gorini, A., & Riva, G. (2008). Virtual reality in anxiety disorders: The past and the future. Expert Review of Neurotherapeutics, 8(2), 215–233. https://doi.org/10.1586/14737175.8.2.215
Hall, A. J., & Walmsley, P. (2022). Technology-enhanced learning in orthopaedics: Virtual reality and multi-modality educational workshops may be effective in the training of surgeons and operating department staff. Surgeon. https://doi.org/10.1016/j.surge.2022.04.009
Han, Y., Yang, J., Diao, Y., Jin, R., Guo, B., & Adamu, Z. (2022). Process and outcome-based evaluation between virtual really-driven and traditional construction safety training. Advanced Engineering Informatics, 52. https://doi.org/10.1016/j.aei.2022.101634
Heilig, M. L. (1992). EL Cine del Futuro: The Cinema of the Future. Presence: Teleoperators and Virtual Environments, 1(3), 279–294.
Kanade, S. G., & Duffy, V. G. (2024). Exploring the effectiveness of virtual reality as a learning tool in the context of task interruption: A systematic review. In International Journal of Industrial Ergonomics (Vol. 99). Elsevier B.V. https://doi.org/10.1016/j.ergon.2024.103548
Korzeniowski, P., Plotka, S., Brawura-Biskupski-Samaha, R., & Sitek, A. (2022). Virtual Reality Simulator for Fetoscopic Spina Bifida Repair Surgery. IEEE International Conference on Intelligent Robots and Systems, 2022-October, 401–406. https://doi.org/10.1109/IROS47612.2022.9981920
Krueger, M. W. (1992). An architecture for artificial realities. Digest of Papers COMPCON Spring 1992, 462–465. https://doi.org/10.1109/CMPCON.1992.186756
Kuznetcova, I., Glassman, M., Tilak, S., Wen, Z., Evans, M., Pelfrey, L., & Lin, T. J. (2023). Using a mobile Virtual Reality and computer game to improve visuospatial self-efficacy in middle school students. Computers and Education, 192. https://doi.org/10.1016/j.compedu.2022.104660
Lee Wong, C., Li, C. K., Choi, K. C., Wei So, W. K., Yan Kwok, J. Y., Cheung, Y. T., & Chan, C. W. H. (2022). Effects of immersive virtual reality for managing anxiety, nausea and vomiting among paediatric cancer patients receiving their first chemotherapy: An exploratory randomised controlled trial. European Journal of Oncology Nursing, 61. https://doi.org/10.1016/j.ejon.2022.102233
Lin, H. K., Hsieh, M., Wang, C., Sie, Z., & Chang, S. (2011). Establishment and Usability Evaluation of an Interactive Ar. Turkish Online Journal of Educational Technology, 10(4), 181–187.
Lo, Y. T., Yang, C. C., Yeh, T. F., Tu, H. Y., & Chang, Y. C. (2022). Effectiveness of immersive virtual reality training in nasogastric tube feeding education: A randomized controlled trial. Nurse Education Today, 119. https://doi.org/10.1016/j.nedt.2022.105601
Loomis, J. M., Blascovich, J. J., & Beall, A. C. (1999). Immersive virtual environment technology as a basic research tool in psychology. Behavior Research Methods, Instruments, & Computers, 31(4), 557–564.
Loup, G., Serna, A., Iksal, S., & George, S. (2016). Immersion and persistence: improving learners’ engagement in authentic learning situations. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9891 LNCS(September 2019), 410–415. https://doi.org/10.1007/978-3-319-45153-4_35
Machover, C., & Tice, S. E. (1994). Virtual reality. IEEE Computer Graphics and Applications, 14(1), 15–16. https://doi.org/10.1109/38.250913
Mayne, R., & Green, H. (2020). Virtual reality for teaching and learning in crime scene investigation. Science and Justice, 60(5), 466–472. https://doi.org/10.1016/j.scijus.2020.07.006
Mazuryk, T., & Gervautz, M. (2013). Virtual Reality History, Applications, Technology and Future. Digital Outcasts, 63(ISlE), 92–98. https://doi.org/http://dx.doi.org/10.1016/B978-0-12-404705-1.00006-6
Mellal, A., González-López, P., Giammattei, L., George, M., Starnoni, D., Cossu, G., Cornelius, J. F., Berhouma, M., Messerer, M., & Daniel, R. T. (2025). Evaluating the impact of a hand-crafted 3D-Printed head Model and virtual reality in skull base surgery training. Brain and Spine, 5. https://doi.org/10.1016/j.bas.2024.104163
Milgram, P., & Kishino, F. (1994). A Taxonomy of Mixed Reality Visual Displays. IEICE Transactions on Information and Systems, E77-D(12), 1–15.
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994). Mixed Reality (MR) Reality-Virtuality (RV) Continuum. Proceedings of SPIE - The International Society for Optical Engineering, 2351(Telemanipulator and Telepresence Technologies), 282–292. https://doi.org/10.1.1.83.6861
Munafo, J., Diedrick, M., & Stoffregen, T. A. (2017). The virtual reality head-mounted display Oculus Rift induces motion sickness and is sexist in its effects. Experimental Brain Research, 235(3), 889–901. https://doi.org/10.1007/s00221-016-4846-7
Reiners, T., Wood, L. C., & Gregory, S. (2014). Experimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training. Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education, 171–181.
Saunders, J., Bayerl, P. S., Davey, S., & Lohrmann, P. (2019). Validating Virtual Reality as an Effective Training Medium in the Security Domain. 2019 IEEE Conference on Virtual Reality and 3D User Interfaces201, 1908–1911.
Shoshani, A. (2023). From virtual to prosocial reality: The effects of prosocial virtual reality games on preschool Children’s prosocial tendencies in real life environments. Computers in Human Behavior, 139. https://doi.org/10.1016/j.chb.2022.107546
Simón-Vicente, L., Rodríguez-Cano, S., Delgado-Benito, V., Ausín-Villaverde, V., & Cubo Delgado, E. (2022). Cybersickness. A systematic literature review of adverse effects related to virtual reality. In Neurologia. Spanish Society of Neurology. https://doi.org/10.1016/j.nrl.2022.04.009
Slater, M., Usoh, M., & Steed, A. (2015). Depth of Presence in Virtual Environments. Presence: Teleoperators and Virtual Environments, 3(2), 130–144. https://doi.org/10.1162/pres.1994.3.2.130
Soliman, M., Pesyridis, A., Dalaymani-Zad, D., Gronfula, M., & Kourmpetis, M. (2021). The application of virtual reality in engineering education. Applied Sciences (Switzerland), 11(6). https://doi.org/10.3390/app11062879
Steuer, J. (1992). Defining virtual reality: dimensions determining telepresence, Communication in the age of virtual reality. Journal of Communication, 42(4), 73–93.
Sutherland, I. E. (1968). A head-mounted three dimensional display. Proceedings of the December 9-11, 1968, Fall Joint Computer Conference, Part I on - AFIPS ’68 (Fall, Part I), 757. https://doi.org/10.1145/1476589.1476686
Turner, W. A., & Casey, L. M. (2014). Outcomes associated with virtual reality in psychological interventions: where are we now? Clinical Psychology Review, 34(6), 634–644. https://doi.org/10.1016/j.cpr.2014.10.003
Vásquez-Carbonell, M. (2021). A Systematic Literature Review of Educational Apps: What Are They Up To? Journal of Mobile Multimedia, 18(2). https://doi.org/10.13052/jmm1550-4646.1825
Vásquez-Carbonell, M., Patiño-Saucedo, J. A., & Paez-Logreira, H. (2023). Prototyping approach to test and evaluate a 3D brain model for psychology teachers and students. Virtual Creativity, 13(1), 69–86. https://doi.org/10.1386/vcr_00075_1
Zeng, Y., Zeng, L., Cheng, A. S. K., Wei, X., Wang, B., Jiang, J., & Zhou, J. (2022). The use of immersive virtual reality for cancer-related cognitive impairment assessment and rehabilitation: A clinical feasibility study. Asia-Pacific Journal of Oncology Nursing, 9(12). https://doi.org/10.1016/j.apjon.2022.100079
Zou, X., O’Hern, S., Ens, B., Coxon, S., Mater, P., Chow, R., Neylan, M., & Vu, H. L. (2021). On-road virtual reality autonomous vehicle (VRAV) simulator: An empirical study on user experience. Transportation Research Part C: Emerging Technologies, 126. https://doi.org/10.1016/j.trc.2021.103090
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Mauricio Vasquez Coronell, Soraya Saad Arcón

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Los autores retienen los derechos de copia (copyrigth) y ceden a la revista el derecho de publicación del trabajo bajo licencia Creative Commons Attribution License, que permite a terceros utilizar lo publicado siempre que hagan referencia al autor o autores del trabajo, y a su publicación en DERROTERO.
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-Compartir Igual 4.0 Internacional.