Stress Reduction Strategies for University Professors through Digital Virtual Reality Environment: An Innovative Approach"

Abstract

Work stress in teachers is a growing problem with important implications for their physical and mental health. This study evaluates the effectiveness of an intervention program based on the use of virtual reality (VR) to reduce perceived stress in teachers at the Rumiñahui Technological Institute. The initial sample consisted of 103 teachers (62.1% men; 37.8% women; Age = 45.2 years; SD = 8.57), who responded to the adaptation of the Perceived Stress Scale (PSS). The initial results showed that 98% presented high stress levels (27-40 points). Subsequently, two groups were formed: an experimental group (n = 40), who participated in relaxation sessions through visual and auditory simulations with virtual reality glasses, and a control group without intervention (n = 63). After the intervention, the experimental group showed a significant reduction in stress levels, reaching a classification in the moderate stress range (14-26 points), while the control group maintained high stress levels. Statistical analysis using independent samples t-test confirmed significant differences between both groups (p < 0.05), supporting the effectiveness of the program. The results underline the potential of virtual reality as an innovative and accessible strategy for managing work stress, contributing to the improvement of psychological well-being and occupational health in the educational field.

Key words: Work-related stress; teachers; mobile applications; digital intervention; virtual reality