Acceptance of Immersive Environments in Upper Secondary Education: A Comparative Study on the Use of VR Headsets, Computers, and Mobile Phones in Educational Experiences with Spatial

This study analyzes upper secondary students' acceptance of immersive environments using the Spatial platform in algebra learning. The intervention integrated virtual escape rooms to encourage teamwork, mathematical problem-solving, and exploration of three-dimensional scenarios. Conducted over two weeks, the experience used computers, mobile phones, tablets, and VR headsets to compare levels of technological immersion. A quantitative approach was applied, and a validated questionnaire for adolescents was administered at the end. The instrument measured perceived usefulness, ease of use, enjoyment, and behavioral intention to use. The sample included 27 students from a private institution in Mexico. Results showed high acceptance of the immersive environment, particularly in enjoyment and future intention to use. These findings align with the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Although limited by sample size and descriptive analysis, the study offers initial evidence supporting the feasibility of immersive technologies in school contexts.