Realidad virtual para el desarrollo del pensamiento crítico en estudiantes universitarios: una revisión sistemática

Virtual reality for the development of critical thinking in university students: a systematic review

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Introducción: Los entornos inmersivos se han consolidado como tecnologías educativas emergentes en la educación superior. Sin embargo, la evidencia sobre su contribución al desarrollo del pensamiento crítico continúa fragmentada. Objetivo: Analizar sistemáticamente la producción científica sobre el uso de la realidad virtual para el desarrollo del pensamiento crítico en estudiantes universitarios. Metodología: Se realizó una revisión sistemática descriptiva siguiendo la guía PRISMA. La búsqueda se efectuó en Scopus y Web of Science e incluyó estudios publicados entre 2020 y 2025. Se empleó el análisis de contenido como técnica y una matriz de extracción de datos como instrumento. De 268 registros identificados inicialmente, se seleccionaron 20 estudios. Resultados: El 68 % de los estudios reportó mejoras directas en el pensamiento crítico de los estudiantes universitarios. Asimismo, el 25 % presentó un riesgo alto de sesgo, mientras que el 18 % mostró un riesgo bajo. Los hallazgos indican que los resultados favorables se relacionan principalmente con la integración de la realidad virtual y metodologías activas de aprendizaje. Conclusiones: La realidad virtual puede potenciar el pensamiento crítico en estudiantes universitarios cuando se articula con estrategias pedagógicas activas. No obstante, la presencia de riesgos de sesgo evidencia la necesidad de desarrollar investigaciones con diseños experimentales más rigurosos, muestras amplias y procedimientos de evaluación consistentes.
Introduction: Immersive environments have established themselves as emerging educational technologies in higher education. However, evidence regarding their contribution to the development of critical thinking remains fragmented. Objective: To systematically analyze the scientific production on the use of virtual reality for the development of critical thinking in university students. Methodology: A descriptive systematic review was conducted following the PRISMA guidelines. The search was performed in Scopus and Web of Science and included studies published between 2020 and 2025. Content analysis was employed as the technique, using a data extraction matrix as the instrument. From 268 records initially identified, 20 studies were selected. Results: Findings showed that 68% of the studies reported direct improvements in critical thinking among university students. Additionally, 25% presented a high risk of bias, while 18% showed a low risk. The results indicate that favorable outcomes are primarily associated with the integration of virtual reality and active learning methodologies. Conclusions: Virtual reality can enhance critical thinking in university students when articulated with active pedagogical strategies. Nevertheless, the presence of risk of bias highlights the need for further research involving more rigorous experimental designs, larger samples, and consistent evaluation procedures.

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Sánchez Huamani, P. L., Alcántara Valderrama, G. H., Ticeran Jordan, F., & Chipana Rodríguez, L. (2026). Realidad virtual para el desarrollo del pensamiento crítico en estudiantes universitarios: una revisión sistemática. Revista Tribunal, 6(16), 1-17. https://doi.org/10.59659/revistatribunal.v6i16.495
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Revisión
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Sánchez Huamani, P. L., Alcántara Valderrama, G. H., Ticeran Jordan, F., & Chipana Rodríguez, L. (2026). Realidad virtual para el desarrollo del pensamiento crítico en estudiantes universitarios: una revisión sistemática. Revista Tribunal, 6(16), 1-17. https://doi.org/10.59659/revistatribunal.v6i16.495

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