Abstract
Virtual reality (VR) has proven to be an efficient didactic resource in higher education after the pandemic caused by COVID-19, mainly in the Engineering and Health Sciences degrees. In this work, quantitative research is carried out on the assessments made by Latin American professors of Health Sciences and Engineering of the didactic use of VR. Specifically, the gaps by university tenure in the assessments given by the professors of each of the two areas of knowledge analyzed are identified. For this purpose, a validated questionnaire has been used, which has been applied to a sample of 606 professors. As a result, it is shown that the professors of Engineering and Health Sciences have similar self-concepts of their digital competence, but the Engineering professors give higher values to the technical and didactic aspects of VR. Moreover, in both areas, professors from private universities rate VR technologies more highly than those from public universities, this gap being wider in Health Sciences. Finally, some recommendations are offered regarding digital training and the use of VR, derived from the results of this study.
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