Abstract:

Just as our daily lives are increasingly surrounded by technology, everyday environments are full of distractions, and educational environments are no exception. The negative impact of these distractions on the teaching-learning process has been recognized. In the search for solutions to mitigate this situation, immersive technologies such as augmented reality, virtual and mixed reality offer an alternative to generate more effective and innovative learning environments that motivate students and reduce distractions in the classroom, whether face-to-face or virtual.

Immersive learning uses technology to capture student's senses with synthetic signals, and it has been indicated that it encourages them to translate virtual results into real life. In this way, by making students active participants, distractions are reduced, and they will learn innovatively. Making it easier for them to visit places where they have not been or are difficult or impossible to go, causing them to interact with objects that are neither they imagined they could manipulate.
In 2020, remote teaching posed a serious challenge to all teachers when facing the implementation of distance teaching activities. One of the aspects identified in this circumstance was the problem so that their students could have discussion spaces for collaborative work. Thus, we recognized the FRAME platform as a practical tool to create immersive virtual spaces for collaborative remote work.

For the teachers participating in the "Classroom of the Future" project to get to know and design their own virtual space, the workshop "Creation of immersive educational experiences using virtual reality" was given. The course lasted 30 hours; 50 teachers participated, who reflected on the possibilities offered by virtual reality for the subjects they teach, and finally, designed a didactic sequence based on this proposal.

This paper analyzes the reflections of the participating teachers about the possibilities of virtual reality for their subjects and how this reflection takes place in a virtual space built-in FRAME.

Finally, it is analyzed how these spaces will allow teachers and students to collaborate in a virtual environment and, in this way, work in a scenario that allows exploring different forms of interaction; to resume activities that, due to the COVID-19 pandemic, could not be carried out, such as experimentation activities.

Keywords:

Virtual reality, distance learning, Teacher Training.