User-Centered Virtual Reality Environments for Elementary School Children in Times of COVID-19

Introduction

With the constant evolution of information and communication technologies, education has been transformed. This new technological revolution has caused a digital transformation in the school curriculum and in the way of presenting content, being increasingly dynamic, increasing interactivity on the part of students, thus achieving positive benefits and an increase in school performance (Ocete et al., 2003; Yu-Che & Yi-Ru, 2019).

However, the development of these new technologies has generated some drawbacks when incorporating them into the classroom. For example, teachers are not prepared for the use and application of technologies in the classroom. Teachers must be updated and take ownership of the tools and then bring them to the classroom. That the design of new learning environments is according to the learning context and existing technologies (Llorente et al., 2018).

This is mainly due to the variety of learning styles and the generation of content that does not have enough attributes to fit the student's needs, thus not generating a learning experience (Buzio et al., 2017). In this sense, according to (Ferreiro, 2006), it is not about inserting the new into the old or continuing to do the same with current technologies. It is about having personalized attention from teachers.

In the context of the COVID-19 pandemic, the use of technology allows students and teachers to continue with their classes from home or any safe place, even flexible schedules can be established to continue learning. This type of modality also implies that the student must take the role of self-directed and learn simultaneously and asynchronously at any time (Maatuk et al., 2021).

However, other challenges derived from this situation may emerge and special attention should be paid to them, ranging from lack of technological resources, reliability in e-learning, misuse of technology, lack of face-to-face learning experience, among others. Therefore, when incorporating technology in the teaching-learning process, the greatest possible consideration should be taken to ensure its correct adoption (Yuhanna et al., 2020).

In this sense, virtual reality has been an alternative that allows the transmission of knowledge in an immersive and interactive way where it can help to have a positive effect on both teachers and students by creating a motivating effect and fostering a learning environment in which they can safely explore fictional scenarios from anywhere. It also allows students to establish concrete thinking about their experiences within virtual reality (Upayanto & Wuryandani, 2020).

Derived from the current situation, in which physical contact and closeness between people must be taken care of due to COVID-19 (Cabezas, 2021), these technologies have taken a fundamental role to continue activities in various areas of society (Burgess & Sievertsen, 2020; Daniel, 2020).

In the case of elementary education, this is not exempt from these technological changes and global scenarios of today, so the existing learning theories are constantly susceptible to adaptations in order to continue with the teaching processes. It is also important to consider that within the classroom there is a diversity of students with different needs and therefore must be taken into account (Dean, 2002).

As a solution to this current situation, the development of user-centered virtual reality environments will allow offering virtual reality environments that contribute to student learning and that is based on the special needs in their education, through the creation of a development model that allows generating virtual reality components with a gamification approach for learning environments (Alsawaier, 2018; Buzio et al., 2017; Vera et al., 2005). Having these innovation strategies, in addition, can lead educators to design resources based on students' needs and competencies so that they can be a complement to learning (Dalgarno, 2002).