<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000200452</article-id>
<article-id pub-id-type="doi">http://doi.org/10.59659/revistatribunal.v5i11.168</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Realidad virtual como herramienta para la enseñanza activa y el aprendizaje experiencial. Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual reality as a tool for active teaching and experiential learning: a systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[A realidade virtual como ferramenta de ensino ativo e aprendizagem experiencial. Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinargote Castro]]></surname>
<given-names><![CDATA[Michael Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antón Espinoza]]></surname>
<given-names><![CDATA[Walter Eusebio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solórzano Ortega]]></surname>
<given-names><![CDATA[Cecibel Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>11</numero>
<fpage>452</fpage>
<lpage>466</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000200452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000200452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000200452&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La realidad virtual (RV) ha emergido como una herramienta innovadora en la educación, facilitando la enseñanza activa y el aprendizaje experiencial. El artículo tiene como objetivo evaluar la efectividad de la RV en la enseñanza activa y el aprendizaje experiencial, identificando sus beneficios, limitaciones y factores determinantes en el ámbito educativo. Se realizó una revisión sistemática siguiendo la metodología PRISMA. Se consultaron bases de datos como PubMed, Scopus y Web of Science (2010-2025). Se incluyeron estudios empíricos (ensayos clínicos, observacionales) sobre el impacto de la RV en el aprendizaje. La calidad metodológica se evaluó con ROB-2 y Newcastle-Ottawa. De 1,200 estudios identificados, 85 cumplieron los criterios de inclusión. Fueron seleccionados 22 artículos para la revisión sistemática. Los hallazgos indicaron que la RV mejora la retención de información, la motivación y la comprensión conceptual frente a métodos tradicionales. Se concluye que la RV potencia el aprendizaje experiencial y la enseñanza interactiva. Se requieren estudios adicionales para evaluar su accesibilidad y sostenibilidad en distintos contextos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Virtual reality (VR) has emerged as an innovative tool in education, facilitating active teaching and experiential learning. This article aims to evaluate the effectiveness of VR in active teaching and experiential learning, identifying its benefits, limitations, and determining factors in the educational field. A systematic review was conducted following the PRISMA methodology. Databases such as PubMed, Scopus, and Web of Science (2010-2025) were consulted. Empirical studies (clinical trials, observational studies) on the impact of VR on learning were included. Methodological quality was assessed using ROB-2 and Newcastle-Ottawa. Of 1,200 studies identified, 85 met the inclusion criteria. Twenty-two articles were selected for the systematic review. The findings indicated that VR improves information retention, motivation, and conceptual understanding compared to traditional methods. It is concluded that VR enhances experiential learning and interactive teaching. Additional studies are needed to assess its accessibility and sustainability in different educational contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A realidade virtual (RV) surgiu como uma ferramenta inovadora na educação, facilitando o ensino ativo e a aprendizagem experiencial. Este artigo tem como objetivo avaliar a eficácia da RV no ensino ativo e na aprendizagem experiencial, identificando seus benefícios, limitações e fatores determinantes no campo educacional. Uma revisão sistemática foi conduzida seguindo a metodologia PRISMA. Foram consultadas bases de dados como PubMed, Scopus e Web of Science (2010-2025). Foram incluídos estudos empíricos (ensaios clínicos, observacionais) sobre o impacto da RV na aprendizagem. A qualidade metodológica foi avaliada com ROB-2 e Newcastle-Ottawa. Dos 1.200 estudos identificados, 85 atenderam aos critérios de inclusão. Vinte e dois artigos foram selecionados para a revisão sistemática. As descobertas indicaram que a RV melhora a retenção de informações, a motivação e a compreensão conceitual em comparação aos métodos tradicionais. Conclui-se que a RV melhora a aprendizagem experiencial e o ensino interativo. Estudos adicionais são necessários para avaliar sua acessibilidade e sustentabilidade em diferentes contextos educacionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Activa]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Experiencial]]></kwd>
<kwd lng="es"><![CDATA[Realidad]]></kwd>
<kwd lng="es"><![CDATA[Virtual]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Active]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Experiential]]></kwd>
<kwd lng="en"><![CDATA[Reality]]></kwd>
<kwd lng="en"><![CDATA[Virtual]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ativo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Experiencial]]></kwd>
<kwd lng="pt"><![CDATA[Realidade]]></kwd>
<kwd lng="pt"><![CDATA[Virtual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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