## 1 Introduction
### Related Works  
The implementation of metaphorical virtual classrooms in higher education has been positioned in recent years as a promising strategy to transform teaching-learning processes. Various studies developed in universities in Latin America and Spain show the benefits of this model and the challenges to its effective adoption. Below, a detailed review of this background is presented to support a novel investigation of the potential impact of implementing metaphorical classrooms in Ecuadorian universities. It is essential to cite relevant previous studies supporting the topic's development. As an example, the following works can be mentioned. One of the pioneering investigations in the area was developed by [11] at the \"Antonio Jose de Sucre\" National Experimental Polytechnic University of Venezuela. The study focused on the design of virtual classrooms based on pedagogical metaphors implemented through the Moodle platform. The authors highlighted that using metaphors allows the presentation of academic content in an entertaining, imaginative, and highly motivating way for students. The proposed activities are facilitated by using concepts and models from everyday scenarios close to reality, leading to understanding the topics, greater immersion, and active participation. According to the study by [11], the PACIE methodology is ideal for developing this type of metaphorical virtual classroom, given that it harmoniously integrates pedagogical, technological, and instructional design components. The stages of Presence, Scope, Training,Interaction, and E-learning allow the creation of a virtual environment that combines academic and metaphorical spaces to generate significant learning. Among the findings, the importance of carefully selecting the metaphor based on the subject and objectives of the course stands out. They also highlight the need for the teacher to take a leading role in using metaphors to energize students' interactions and experiences in the virtual classroom. Along the same lines, [12] carried out research at the Territorial Polytechnic University of the State of Lara \"[PERSON]\" in Venezuela, specifically focused on designing a metaphorical virtual classroom for teaching algorithms and programming. The virtual environment created was based on the story of \"The Little Prince\" to be more exciting and motivating for programming students. Following the PACIE methodology, an immersive interface was achieved with missions and challenges related to academic content. The results demonstrated the usefulness of this approach in complementing face-to-face instruction in complex disciplines such as programming. However, the authors emphasize the importance of focusing metaphorical classrooms on those courses and subjects where they can most effectively enhance learning. A study conducted by [13] at the University of Guayaquil in Ecuador revealed significant deficiencies in integrating ICT into teaching university teachers. It was found that 60% of the teachers did not use educational technology tools in their classes, limiting the possibilities for meaningful learning according to current needs. Faced with this problem, the researchers proposed a teacher training program focused on managing various computer applications such as Word, Excel, PowerPoint, virtual platforms, and the Internet. This background highlights the need to train teachers in the efficient use of technology as an essential step in implementing innovations such as metaphorical virtual classrooms in universities. Similarly, at the University of Granada in Spain [14], a study was conducted in response to the confirmation of minimal use of available virtual resources by students and teachers. After developing a complete virtual classroom and conducting a pilot test with students, significant improvements in using virtual tools were obtained, reaching 98% usage among the participants.