Virtual reality has become one of the most widely used emerging technologies in classrooms, especially in the teaching of STEM subjects. However, its incorporation does not, by itself, guarantee equally positive learning experiences for all students.
The article by David García-Marín, Ricardo Roncero Palomar, Marina Santín, and Victoria Mora de la Torre, published in RIED, analyzes this issue through a quasi-experimental study involving 510 secondary school students from three Spanish schools. The research assessed students’ perceptions after they used four virtual reality lessons specifically designed for Mathematics, Biology, Chemistry, and Physics content.
The results show an overall positive evaluation of educational virtual reality. Students particularly highlighted the design, interactivity, and gamified nature of the lessons, as well as their ability to support attention.
In fact, the study confirms that VR can be attractive and motivating for working on scientific and technological content, in line with other research that emphasizes its potential to make complex concepts more understandable and increase student engagement. However, the lowest-rated dimensions were ease of use, perceived relevance of the content, and, above all, confidence in one’s own learning during the immersive experience.
The most relevant finding of the study is the notable effect of the gender variable. Female students scored lower than their male peers on all items and showed significant differences in aspects such as ease of use, navigation, feelings of dizziness, attention, perceived learning, and confidence in taking an assessment after the experience.
These results challenge the idea that technology is neutral and warn that VR, if it is not designed and implemented according to inclusive criteria, could reproduce or even widen existing gaps in STEM aspirations. For this reason, the study recommends reducing the cognitive load of immersive experiences, introducing tutorials, designing clear interfaces, limiting the length of sessions, and promoting collaborative dynamics that enable more equitable and meaningful access to these technologies.
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How to Cite: García-Marín, D., Roncero Palomar, R., Santín, M., & Mora de la Torre, V. (2025). Perceptions of secondary school students towards virtual reality in STEM subjects. Effect of the gender variable. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 275–297. https://doi.org/10.5944/ried.28.2.43267
