Realidad virtual como estrategia de enseñanza y aprendizaje para la geometría tridimensional

This article presents and analyzes the results of an instructional proposal implemented with Virtual Reality (VR) to address the difficulties in the teaching and learning of orthogonal projections in three-dimensional geometry. Through a qualitative interpretative analysis, the responses of four secondary school students (16-17 years old), participating in a 3D Geometry course, were evaluated using the Instrumental Approach and the Theory of Semiotic Representation Registers as analytical frameworks. After three sessions, a substantial positive change was observed in the students' responses, which highlights the potential of VR to improve the performance of orthogonal projections. A relevant finding was the observation that the student with the least active interaction with VR showed the least degree of improvement in their responses, underscoring the importance of engagement with technology.