Safari Escolar: Uma Aventura em Busca dos Animais com Realidade Aumentada
Resumo
Este trabalho apresenta o desenvolvimento e implementação do sistema “Safari Escolar”, uma plataforma de Realidade Aumentada (RA) voltada para crianças da educação infantil em uma cidade do interior, com foco em unidades educacionais localizadas fora do centro urbano. O sistema tem como objetivo proporcionar uma experiência interativa e lúdica, permitindo que as crianças explorem o ambiente escolar em busca de animais fictícios, promovendo o aprendizado de maneira envolvente e divertida. O desenvolvimento foi acompanhado por uma professora especialista em educação infantil, que contribuiu para a identificação das necessidades e expectativas das crianças ao interagirem com a tecnologia. Foram criadas interfaces intuitivas e um banco de dados com informações educativas sobre os animais, adaptadas para o público infantil. Os resultados indicam um potencial pedagógico positivo, com boa estabilidade do sistema e alta precisão no posicionamento dos animais virtuais, demonstrando sua viabilidade e impacto educativo.
Palavras-chave:
Educação Infantil, Realidade Aumentada, Interação Educativa, Animais Virtuais
Referências
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AlNajdi, S. M. (2022). The effectiveness of using augmented reality (ar) to enhance student performance: using quick response (qr) codes in student textbooks in the saudi education system. Educational technology research and development, 70(3):1105–1124.
Altinpulluk, H. (2019). Determining the trends of using augmented reality in education between 2006-2016. Education and Information Technologies, 24(2):1089–1114.
Aydougdu, F. (2022). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2):326–348.
Billinghurst, M., Clark, A., Lee, G., et al. (2015). A survey of augmented reality. Foundations and Trends in Human–Computer Interaction, 8(2-3):73–272.
Brasil (2017). Base Nacional Comum Curricular: Educação é a Base. Ministério da Educacão, Brasília.
Conzatti, S. (2018). Guia de planejamento na Educação Infantil com a BNCC: plano anual e planejamentos diários . Independente.
Cruz, A., Junior, M. A., Neto, G. C., Neto, C. S., Teixeira, M., Cruz, P., Barbosa, K., and Brito, C. (2023). Aplicação de jogos educativos baseados em realidade aumentada como estratégia de auxílio na alfabetização de crianças com síndrome de down. In Anais do XXXIV Simposio Brasileiro de Informática na Educação, pages 509–520, Porto Alegre, RS, Brasil. SBC
Dunleavy, M. and Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology, pages 735–745.
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. myth or reality? International journal of emerging technologies in learning, 14(3).
Familoni, B. T. and Onyebuchi, N. C. (2024). Augmented and virtual reality in us education: a review: analyzing the impact, effectiveness, and future prospects of ar/vr tools in enhancing learning experiences. International Journal of Applied Research in Social Sciences, 6(4):642–663.
Gecu-Parmaksiz, Z. and Delialioglu, Ö. (2020). The effect of augmented reality activities ¨ on improving preschool children’s spatial skills. Interactive Learning Environments, 28(7):876–889.
Gong, Z., Wang, R., and Xia, G. (2022). Augmented reality (ar) as a tool for engaging museum experience: a case study on chinese art pieces. Digital, 2(1):33–45.
Huang, T. C., Chen, C.-C., and Chou, Y.-W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96:72–82.
Khowaja, K., Banire, B., Al-Thani, D., Sqalli, M. T., Aqle, A., Shah, A., and Salim, S. S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (asd): A systematic review. IEEE Access, 8:78779–78807.
Lazo-Amado, M., Cueva-Ruiz, L., and Andrade-Arenas, L. (2022). Designing a mobile application using augmented reality: The case of children with learning disabilities. International Journal of Advanced Computer Science and Applications, 13(6):857 – 864. Cited by: 4; All Open Access, Gold Open Access
Lopez Faican, L. and Jaen, J. (2020). Emofindar: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education, 149:103814.
Lu, S.-J. and Liu, Y.-C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4):525–541.
Milgram, P. and Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12):1321–1329.
Paiva, P. and Queiroz, F. (2022). Tratar: Jogos com realidade aumentada utilizados como incentivo no desenvolvimento das capacidades comunicativa, cognitiva e espacial de crianças autistas. In Anais do XXXIII Simposio Brasileiro de Informática na Educação, pages 463–472, Porto Alegre, RS, Brasil. SBC
Plakhotnik, O., Zlatnikov, V., Strazhnikova, I., Bidyuk, N., Shkodyn, A., and Kuchai, O. (2023). Use of information technologies for quality training of future specialists. Amazonia Investiga, 12(65):49–58.
SEDUC (2020). Documento Curricular para Goiás - Ampliado. Governo do Estado de Goiás. Volume I: EDUCAÇÃO INFANTIL.
Syahputra, M. F., Hardywantara, F., and Andayani, U. (2020). Augmented reality virtual house model using arcore technology based on android. Journal of Physics: Conference Series, 1566(1):012018.
Vahldick, A., Miranda, R., Marques, C., Ferreira, M., and Schoeffel, P. (2022). Segunda guerra mundial experimentada com realidade aumentada: A caminho de um ambiente de autoria para professores e alunos. In Anais do XXXIII Simposio Brasileiro de Informática na Educação, pages 378–389, Porto Alegre, RS, Brasil. SBC.
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., and Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62:41–49.
Yadav, S., Chakraborty, P., Kochar, G., and Ansari, D. (2020). Interaction of children with an augmented reality smartphone app. International Journal of Information Technology, 12:711–716.
AlNajdi, S. M. (2022). The effectiveness of using augmented reality (ar) to enhance student performance: using quick response (qr) codes in student textbooks in the saudi education system. Educational technology research and development, 70(3):1105–1124.
Altinpulluk, H. (2019). Determining the trends of using augmented reality in education between 2006-2016. Education and Information Technologies, 24(2):1089–1114.
Aydougdu, F. (2022). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2):326–348.
Billinghurst, M., Clark, A., Lee, G., et al. (2015). A survey of augmented reality. Foundations and Trends in Human–Computer Interaction, 8(2-3):73–272.
Brasil (2017). Base Nacional Comum Curricular: Educação é a Base. Ministério da Educacão, Brasília.
Conzatti, S. (2018). Guia de planejamento na Educação Infantil com a BNCC: plano anual e planejamentos diários . Independente.
Cruz, A., Junior, M. A., Neto, G. C., Neto, C. S., Teixeira, M., Cruz, P., Barbosa, K., and Brito, C. (2023). Aplicação de jogos educativos baseados em realidade aumentada como estratégia de auxílio na alfabetização de crianças com síndrome de down. In Anais do XXXIV Simposio Brasileiro de Informática na Educação, pages 509–520, Porto Alegre, RS, Brasil. SBC
Dunleavy, M. and Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology, pages 735–745.
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. myth or reality? International journal of emerging technologies in learning, 14(3).
Familoni, B. T. and Onyebuchi, N. C. (2024). Augmented and virtual reality in us education: a review: analyzing the impact, effectiveness, and future prospects of ar/vr tools in enhancing learning experiences. International Journal of Applied Research in Social Sciences, 6(4):642–663.
Gecu-Parmaksiz, Z. and Delialioglu, Ö. (2020). The effect of augmented reality activities ¨ on improving preschool children’s spatial skills. Interactive Learning Environments, 28(7):876–889.
Gong, Z., Wang, R., and Xia, G. (2022). Augmented reality (ar) as a tool for engaging museum experience: a case study on chinese art pieces. Digital, 2(1):33–45.
Huang, T. C., Chen, C.-C., and Chou, Y.-W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96:72–82.
Khowaja, K., Banire, B., Al-Thani, D., Sqalli, M. T., Aqle, A., Shah, A., and Salim, S. S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (asd): A systematic review. IEEE Access, 8:78779–78807.
Lazo-Amado, M., Cueva-Ruiz, L., and Andrade-Arenas, L. (2022). Designing a mobile application using augmented reality: The case of children with learning disabilities. International Journal of Advanced Computer Science and Applications, 13(6):857 – 864. Cited by: 4; All Open Access, Gold Open Access
Lopez Faican, L. and Jaen, J. (2020). Emofindar: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education, 149:103814.
Lu, S.-J. and Liu, Y.-C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4):525–541.
Milgram, P. and Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12):1321–1329.
Paiva, P. and Queiroz, F. (2022). Tratar: Jogos com realidade aumentada utilizados como incentivo no desenvolvimento das capacidades comunicativa, cognitiva e espacial de crianças autistas. In Anais do XXXIII Simposio Brasileiro de Informática na Educação, pages 463–472, Porto Alegre, RS, Brasil. SBC
Plakhotnik, O., Zlatnikov, V., Strazhnikova, I., Bidyuk, N., Shkodyn, A., and Kuchai, O. (2023). Use of information technologies for quality training of future specialists. Amazonia Investiga, 12(65):49–58.
SEDUC (2020). Documento Curricular para Goiás - Ampliado. Governo do Estado de Goiás. Volume I: EDUCAÇÃO INFANTIL.
Syahputra, M. F., Hardywantara, F., and Andayani, U. (2020). Augmented reality virtual house model using arcore technology based on android. Journal of Physics: Conference Series, 1566(1):012018.
Vahldick, A., Miranda, R., Marques, C., Ferreira, M., and Schoeffel, P. (2022). Segunda guerra mundial experimentada com realidade aumentada: A caminho de um ambiente de autoria para professores e alunos. In Anais do XXXIII Simposio Brasileiro de Informática na Educação, pages 378–389, Porto Alegre, RS, Brasil. SBC.
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., and Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62:41–49.
Yadav, S., Chakraborty, P., Kochar, G., and Ansari, D. (2020). Interaction of children with an augmented reality smartphone app. International Journal of Information Technology, 12:711–716.
Publicado
04/11/2024
Como Citar
PRIMO, João V. S; AMARAL, João V. F; CARVALHO, Kaique; HORBYLON, Camila; NASCIMENTO, Thamer Horbylon.
Safari Escolar: Uma Aventura em Busca dos Animais com Realidade Aumentada. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 2836-2845.
DOI: https://doi.org/10.5753/sbie.2024.244920.
