Educational institutions have continuously adapted to new realities in school education, accelerated recently by the COVID-19 pandemic’s transformation of learning modalities. This article analyzes teachers’ and Students’ acceptance of a web-based virtual reality (WebVR) tool called Virtual Campus proposed to overcome the limitations of teaching strategies using video conferencing platforms. To measure the acceptance of the Virtual Campus, we designed an instrument based on the Technology Acceptance Model (TAM) that involves variables related to online contexts, the future perception of using the tool, skills development, and appreciation and recommendation. The results indicate that the participants favorably accepted WebVR technology as an alternative teaching methodology in emerging learning scenarios and intend to use it post-pandemic. The best-valued elements were interactions in the socialization spaces, the simulation of presence, and the environmental dynamics. The principal areas of opportunity for improvement were overcoming technical problems and improving the internet connection quality; however, these did not affect the participants’ recommendations. Future studies should incorporate variables related to analyzing learning mediated by WebVR-based strategies and using different methodological designs to compare the findings.
En la enseñanza se ha señalado la importancia de consolidar el pensamiento computacional (PC) y la alfabetización digital (AD) como dos habilidades necesarias para formar a los profesionales del siglo XXI. Sin embargo, la producción científica que ha imbricado ambos tópicos es escasa. El objetivo de este artículo fue realizar una revisión sistemática de la literatura que analiza el vínculo entre ambos conceptos en el periodo 2010-2021. El resultado es una propuesta de imbricación que aborda como componentes básicos del PC la abstracción, el diseño de algoritmos, la identificación de patrones y la descomposición, y como componentes experienciales los conceptos, prácticas y perspectivas computacionales. En cuanto a la AD se consideraron las habilidades críticas, informacionales y comunicativas. Se concluye que las hipótesis que se establecen a partir del modelo que aquí se ha diseñado son una aportación que servirá como un marco de referencia para discutir la importancia de incorporar el PC como una alfabetización digital de orden superior.
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