Este artículo presenta resultados parciales de la tesis doctoral “Influencia de la Realidad Virtual (RV) en la apropiación social del conocimiento”, cuyo objetivo fue determinar las diferencias entre las imágenes en RV en relación con audiovisuales tradicionales (AT) en cuanto a su utilidad para transmitir conocimiento científico, despertar curiosidad intelectual, identificar vocaciones científicas y generar motivación e interés científico en los procesos de enseñanza y aprendizaje. Para resolver lo anterior, se realizó un estudio que recoge los resultados cuantitativos y cualitativos que permitieron comparar el impacto de imágenes de RV con AT como material didáctico complementario en el aula, a través de un cuasiexperimento realizado en 302 sujetos participantes provenientes de cuatro universidades distintas (públicas y privadas, urbanas y suburbanas) en el estado de Chihuahua, México. Los resultados obtenidos confirman los atributos para el aprendizaje lúdico y experiencial o en primera persona, debido a la combinación de 3D y 360º que hacen de las imágenes fijas y en video, elementos virtuales en producción de experiencias cercanas para presenciar los hechos o visitar lugares, con lo cual se demuestra resultar útiles en diversos entornos universitarios concretos, variando según condiciones de los ámbitos de aplicación

Purpose This paper aims to propose the development of formal (scientific content) and informal (content for science communication) educational activities in an inclusive and safe way, involving two essential elements, virtual reality (VR) and the digital library; as well as the implications for its enforcement such as educational strategies in the university setting and for the encouragement of scientific culture in society. Design/methodology/approach For the integration of content, a simplified conceptual model was designed first, in which universities and research centers are seen as complex systems where different subsystems, from which processes and information resources are derived, converge. To cover the model’s elements, a descriptive documentary review was developed, looking to synthesize each element’s contexts and implications. Findings The need to establish transdisciplinary relationships between the VR and the digital library is determined with the goal to integrate educational activities using technology, with the purpose of studying contents from the scientific point of view, as well as with the possibility of transforming them into contexts of general access for society, with the objective of social appropriation of knowledge, citizen science and social innovation. In the conclusion section, some implications in the implementation of this type of initiatives are presented. Originality/value The aspects that set this paper apart are: treating VR as emerging documents tending to measure their direct impact, not as isolated elements of a collection; identifying the digital library’s social influence actions through VR; and generating processes to encourage the creation of contents with a differentiated focus according to the population served.