An Investigation on How Teachers are Using Augmented Reality in Their Lessons

• Manoela M. O. da Silva Universidade Federal de Pernambuco (UFPE)
• Iulian Radu Harvard Graduate School of Education (HGSE)
• Bertrand Schneider Harvard Graduate School of Education (HGSE)
• Patricia Smith Cavalcante Universidade Federal de Pernambuco (UFPE)
• Veronica Teichrieb Universidade Federal de Pernambuco (UFPE)

DOI: https://doi.org/10.5753/cbie.sbie.2018.625

Resumo

As possibilidades educacionais usando Realidade Aumentada (RA) têm sido cada vez mais reconhecidas pelos pesquisadores e profissionais. Este trabalho tem como objetivo caracterizar professores que atualmente usam RA e entender suas necessidades, expectativas e limitações. Sete professores e dois coordenadores foram entrevistados para entender quais ferramentas estão usando, bem como por que e como elas estão sendo usadas. Os dados mostraram que esse uso ainda é limitado. A criação de conteúdo foi ainda mais limitada. Observamos a necessidade de ferramentas de autoria que sejam mais fáceis de usar e que possibilitem professores e alunos criar conteúdo de maneira independente, bem como avaliar o aprendizado de maneiras mais flexíveis.

Palavras-chave: realidade aumentada, educação, professores, ferramentas de autoria, avaliação da aprendizagem

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