## 1 Introduction
### Related Works
This result shows the potential of a comprehensive design of virtual classrooms, considering all the technical and pedagogical details, to increase their use and enrich the training processes. Another relevant work that can be mentioned is the study of [15], which outlined the development and evaluation of online learning platforms tailored to enhance student interactivity and motivation. During the COVID-19 pandemic, this research identified key deficiencies in current e-learning systems, particularly in promoting clear communication and emotional engagement among users. It emphasizes the crucial role of emotions and awareness in online education, highlighting their impact on learner engagement and interaction. Through a comprehensive survey of Latin American educational institutions, the study underscored the need for e-learning platforms to integrate emotional and cognitive aspects to mitigate the feelings of isolation and passivity experienced by students in virtual learning environments. From a technological perspective, the study of [16] presented a case study evaluating an Immersive Virtual Classroom (IVC) as an augmented reality platform for synchronous distance learning during the COVID-19 pandemic. The study used ANOVA analysis and structural equation modeling to assess engineering students' preferences and acceptance of different classroom models: face-to-face, traditional virtual, and the IVC. The results indicated that students had a comparable preference for the IVC and face-to-face classrooms, both higher than the conventional virtual classroom. The key to the effectiveness of the IVC was its ability to simulate a face-to-face environment by enhancing the interactivity and didactic capabilities of online learning. In summary, the reviewed studies provide consistent background information on the benefits of implementing metaphorical virtual classrooms in higher education. The main benefits include: increased student motivation and interest by feeling part of an immersive scenario that combines reality and fiction, development of significant learning by relatingmetaphors to prior knowledge, increased levels of interaction and collaboration among peers, and more active participation in academic activities [17]. However, several studies agree that technology alone cannot achieve these results. A careful design of the pedagogical aspects, the creation of quality content, the training of teachers, and the involvement of students are key factors that must be addressed for a successful implementation. In this context, the background analyzed lays the foundation and highlights the need for new studies that validate the effectiveness of metaphorical environments in different educational settings, such as those of Ecuadorian universities, so that good practices can be established for broader adoption in the region [18]. In this way, the background review supported the potential of metaphorical virtual classrooms to transform teaching-learning processes in higher education, overcoming the limitations of traditional models. Research in universities in Venezuela, Ecuador, and Spain agrees on the importance of aspects such as the selection of relevant metaphors for students, the training of teachers in the use of ICT, the careful design of classrooms, and the monitoring of their impact through pilot tests. Considering these experiences and recommendations, the need for innovative studies that validate the effectiveness of this model in the context of Ecuadorian universities is evident. The knowledge gained could guide the implementation of metaphorical virtual classrooms, improving the quality of teaching and student learning at a higher level.