Non-immersive virtual reality in learning radio broadcasting and digital television

Abstract

University education in telecommunications requires linking complex conceptual content with practical experiences using technologically current equipment. Rapid laboratory equipment obsolescence can limit this integration. Objective: To compare conceptual, procedural, and attitudinal learning among electronic engineering students who used non-immersive virtual reality through remote access to real equipment and students who followed a conventional strategy in a Radio Broadcasting and Digital Television course. Method: An applied, quantitative, quasi-experimental study was conducted with 16 students enrolled in the 2022-1 semester, distributed into an experimental group (n = 8) and a control group (n = 8). For four weeks, the experimental group accessed a digital television transmitter and a signal analyzer located in Spain through the internet, while the control group used conventional laboratory guides. A conceptual pretest and posttest, a procedural rubric, and an attitudinal observation guide were applied. Results: The groups showed similar initial conceptual scores. Mean conceptual gain was 3.00 points in the control group and 8.69 in the experimental group (p < .001). The experimental group obtained higher procedural (7.97 vs. 4.13; p < .001) and attitudinal scores (11.50 vs. 8.75; p = .041). Discussion: Remote access to real equipment supported a learning experience connected with tasks characteristic of professional engineering practice. Conclusions: Non-immersive virtual reality was associated with better performance in the three evaluated dimensions; however, findings should be interpreted considering the small sample and quasi-experimental design.