Virtual Reality and the Metaverse as Educational and Technological Mediators for Medical and Scientific Education

Virtual learning simulations are gaining prominence as a supplement to traditional teaching methods, offering several educational advantages. These simulations facilitate access to advanced training equipment and immersive scenarios, overcoming resource limitations and safety concerns. As a result, students show increased motivation, growing interest in science, and better learning outcomes. In the midst of this evolution, Centres for Teaching and Learning play a key role in fostering relationships between educational institutions, research, and educational training. The experiments described in the article focus on the integration of visors and Metaverse, examining the impact on learning outcomes in biotechnology and anatomy. Although virtual reality (VR) labs enrich theoretical knowledge when used in conjunction with traditional lectures, they do not completely replace teacher-led classes, emphasizing their value as complementary tools. In both experiments, it is crucial to highlight that the tool’s suitability aligns with the specific instructional process based on the tool’s intended purpose. For instance, in biotechnology, the visor serves the function of anticipating laboratory practices, while the latter tool aims to reinforce these practices. In conclusion, the paper underlines that virtual methodologies are devices intended to enhance knowledge of reality, optimizing it, not offering themselves as an alternative to it. The effectiveness of using VR visors and Metaverse depends on comprehensive instructional design. Integrating these technologies into a pedagogically oriented vision is intended to help teachers and tutors optimize their use to enhance student learning, an imperative for the changing educational landscape.