Validez ecológica de evaluaciones de funciones ejecutivas mediante realidad virtual en contextos educativos. Una revisión sistemática

Dayanna Lizbeth   Soto Andrade

doi:10.56124/nuna-yachay.v8i15.015

Authors

Dayanna Lizbeth Soto Andrade Universidad del Azuay https://orcid.org/0009-0001-1974-6836

DOI:

https://doi.org/10.56124/nuna-yachay.v8i15.015

Keywords:

virtual reality; executive functions; ecological validity; neuropsychological assessment; educational contexts

Abstract

Objective: To describe the state of research related to the ecological validity of executive function assessments through virtual reality in educational contexts. Method: A systematic review was conducted following the PRISMA 2020 guidelines. The search was performed in Scopus, Web of Science, PubMed/MEDLINE, PsycINFO, and IEEE Xplore databases, including articles published between 2020 and 2025 in English, Spanish, French, and German. Inclusion criteria encompassed original studies that analyzed the ecological validity of virtual reality tools for assessing executive functions in educational contexts. Results: From 178 initial records, 15 studies met the established criteria. Findings consistently demonstrate that virtual reality tools overcome the ecological validity limitations of traditional assessments, providing significant correlations with established neuropsychological instruments while offering greater user motivation and capacity to detect subtle deficits. Conclusions: Virtual reality-based executive function assessments represent a significant advancement in educational neuropsychology, establishing a new paradigm that combines scientific rigor with enhanced ecological validity for characterizing executive functioning in student populations.

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