This article outlines the design and implementation of a learning environment at Tecnológico de Monterrey that integrates virtual reality and artificial intelligence, represented by an intelligent avatar portraying a senior consultant. It also presents the results of the implementation, focusing on the evaluation of technology acceptance and the meaningful learning outcomes achieved by the students. The evaluation was conducted using both control and experimental groups to obtain more accurate data. Additionally, the article offers an in-depth analysis of how the integration of innovative technologies impacts the educational experience.

Educational innovation is demonstrated through a learning environment based on a storytelling approach, set in a company called 'Green Flags Craft.' The objective is for students to explore the company in virtual reality, carefully observing its current challenges and identifying problems. These challenges are then compared to the pillars of the ISO 26000 Standard, allowing students to generate concrete and viable shared value proposals to improve the company’s situation. Students can also consult with an AI-powered character representing a senior expert in Corporate Social Responsibility, who guides them to think more critically and elevate the quality of their proposals. This fosters meaningful learning by helping students connect theoretical concepts to real-world applications.

The learning environment is structured around six steps. For the control group, instead of using virtual reality in step 3, the content was delivered via a PDF. Additionally, in step 5, the teacher acted as the consultant in place of the AI.
1. Introduction: Students are introduced to the objectives of the activity, the estimated time for each step, and the desired outcomes of the experience.
Storyline: The students are presented with the background of the activity, the company, and their role as junior consultants.
2. Exploration: Students explore the company Green Flags Crafts, where they observe various challenges the company faces related to social responsibility.
3. Diagnosis: As junior consultants working in teams, students critically analyze the company’s challenges, using a log to document their observations. They diagnose areas for improvement based on the ISO 26000 Standard and draft an initial proposal.
4. Consultation: Students engage with an AI avatar named Ana Ramirez, representing a senior-level consultant. Ana helps validate their information, refine their proposals, and identify potential obstacles related to their proposed solutions.
5. Resolution: The teacher evaluates the proposals using predetermined rubrics and determines which team’s solution is the most suitable.

The results were favorable regarding both technology acceptance and meaningful learning in the groups that implemented the learning environment. The experimental group scored 14 points higher than the control group, which participated in the experience using traditional methods. Additionally, the experimental approach proved to be more efficient in terms of resource usage and the time dedicated to the learning experience.

Keywords: Virtual reality, AI, Artificial Intelligence, Business, Social Responsibility, educational innovation, higher education, professional education.