Abstract

This research aims to evaluate the effectiveness of the use of virtual reality (VR) to support music classroom activities. In a study of exploratory scope, audiovisual material was produced in immersive format, to be used with students between 14 and 16 years old. Using a compensated quasi-experimental design, the effectiveness of immersive VR, desktop or non-immersive VR and traditional two-dimensional projection was compared. It was observed that the students subjected to immersive VR had a higher percentage of achievement in the evaluation of the contents of the class (77%, SD 14.4), followed by non-immersive VR (73%, SD 11.1) and the traditional projection (72%, SD 16.7). Although we did not achieve statistically significant results, the characteristics of immersive audiovisual media could enhance learning processes related to the recognition of different instruments timbre and musical structures.