abstract
- Anticipatory thinking, understood as the ability to project future scenarios based on prior experiences, is a key competency in contemporary education. This study analyzes how it is manifested in undergraduate students during the design of future scenarios, and how it relates to physiological responses in an immersive environment. Electrodermal activity and emotional reactions were measured using a quantitative design with physiological sensors and emotional self-assessment instruments. Seventy-threestudents participated in three groups and developed scenarios in two phases: a theoretical stage and a practical stage in virtual reality. The results showed a relationship between electrodermal activity and moments of cognitive load, particularly during scenario analysis and adaptation. High motivation and concentration were reported during the virtual reality phase. Findings suggest that anticipatory thinking may generate measurable emotional engagement and can be reinforced through immersive pedagogical experiences. Future research should incorporate control groups and standardize methodological variables to strengthen validity and replicability.