## 1 Introduction  
Virtual reality (VR) is one of the technologies that has recently gained greater interest in its incorporation into teaching, especially in higher education or university. Regarding its conceptualization [1], its relation to other similar technologies needs to be pointed out. There is a clear difference between augmented reality (AR) and virtual reality (VR) since, in the latter, virtual data replace physical data, creating a new reality. On the contrary, in augmented reality, the two realities are superimposed on different layers of information in different formats (computer-generated images, video sequences, animations, etc.) to set up a new reality that is the one with which the person interacts. In any case, it cannot be ignored that both \"realities\" share the following common features, as has already been pointed out: immersion, navigation, and interaction. Immersive reality (IR) is a combination of both technological formats. According to [2], IR is also defined as an environment that may or may not appear real, which gives the user the feeling of being immersed in it. As a general rule, this environment is generated by a computer system and viewed by the user through a specific device such as a helmet or glasses and, depending on the system and how elaborate and immersive it intends to be, it may be accompanied by other elements such as position and movement sensors, gloves, sound, and elements such as control remotes to move or manipulate objects in the environment. At the same time, we must consider that within VR, we find immersive and non-immersive VR. As the authors of [3] mention, VR has a series of specific characteristics; thus, immersive VR presents the following: it has a high cost, its use is complex, it tendsto cause disorientation in the person, it offers a great sensation of reality, and it provides a sensation of total immersion. Non-immersive VR presents a more accessible cost; it is easier to use, it offers rapid acceptance, and it expresses a lesser sense of reality and the partial immersion that is achieved with it. Other authors make a distinction between low-immersion virtual reality, which is based on traditional devices such as the mouse and keyboard, and high-immersion reality, which generally involves a head-mounted display [4]. In any case, we have to bear in mind that they are terms that cause a certain amount of confusion [5], as presented below in Figure 1.  
Now, we have to be aware that even if there is an increasing interest in VR, the reality is that there is little research on it. The three main reasons for the lack of studies and research [6] are the following: (1) these technologies are accessed through smartphones, the use of which has not been consolidated in the teaching-learning process; (2) the lack of content on the use of these technologies in educational centers; and (3) the digital divide in countries and schools. However, lately, especially since 2020, the scientific production regarding this topic has increased [7]. This has resulted in an increase in meta-analyses on studies and research that usually offer positive results and improve academic performance when used in educational contexts [8; 9; 10; 11]. Several studies have documented the positive impact of virtual reality (VR) on learning in various contexts [9; 12; 13; 14]. VR has been found to enhance students' sense of physical presence during training, improve their learning experiences, boost their confidence, and increase their interest in training activities. Consequently, students tend to express higher levels of satisfaction when engaging in training using VR technology. Additionally, VR has shown promising results in the treatment of dyslexia, as evidenced by several studies [15; 16; 17; 18; 19]. We also found a large volume of research that points out the relevance of its use in enhancing experiential learning [20; 21; 22]. Therefore, it favors overcoming the difference between theory and practice [23] and promotes the creation of more active training scenarios for students [11].