Augmented Reality and Transversal System of Teaching-Learning to teach anatomy

Resumo


This paper deals with initial results by using Augmented Reality and Transversal System of Teaching-Learning (TSTL) to teach anatomy in an undergraduate course of Physical Education. The ongoing project aims to use existing and low-cost resources in lessons to promote accessibility and school inclusion. The resources needed for this research are smartphones in the perspective of BYOD (Bring Your Own Device) and VR cardboards as an optional feature to increase immersion. This research is qualitative, and its methodology is grounded in action-research. Analysis of data collected were based in the theory of Structural Cognitive Modifiability (SCM) of Reuven Feuerstein.
Palavras-chave: Augmented Reality, Transversal System of Teaching-Learning, Bring Your Own Device, Structural Cognitive Modifiability, Mobile Learning

Referências


Barbier, R. (2007). A pesquisa-ação. In A pesquisa-ação.

Breakey, K. M., Levin, D., Miller, I., & Hentges, K. E. (2008). The use of scenario-based-learning interactive software to create custom virtual laboratory scenarios for teaching genetics. Genetics, 179(3), 1151-1155.

Chen, P., Liu, X., Cheng, W., & Huang, R. (2017). A review of using Augmented Reality in Education from 2011 to 2016. In Innovations in Smart Learning. Springer, Singapore. 13-18.

Cohen, L., Manion, L., & Morrison, K. (2002). Research methodsin education. routledge.

Dunleavy, Matt; Dede, Chris. Augmented reality teaching and learning. In: Handbook of research on educational communications and technology. Springer, New York, NY, 2014. p. 735-745.

Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Univ Park Pr.

Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2014). Além da inteligência: aprendizagem mediada e a capacidade de mudança do cérebro. Petrópolis: Vozes.

Filatro, A. C. (2008). Learning design como fundamentação teórico-prática para o design instrucional contextualizado. Tese de Doutorado, Faculdade de Educação, Universidade de São Paulo, São Paulo.

González, A. V., Koh, S., Kapalo, K., Sottilare, R., Garrity, P., Billinghurst, M., & LaViola, J. (2019, October). A comparison of desktop and augmented reality scenario based training authoring tools. In 2019 IEEE International Symposium on Mixed and Augmented Reality (ISMAR) (pp. 339-350). IEEE.

Jamali, S. S., Shiratuddin, M. F., Wong, K. W., & Oskam, C. L. (2015). Utilising mobile-augmented reality for learning human anatomy. Procedia-Social and Behavioral Sciences, 197, 659-668.

Karambakhsh, A., Kamel, A., Sheng, B., Li, P., Yang, P., & Feng, D. D. (2018). Deep gesture interaction for augmented anatomy learning. International Journal of Information Management.

Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science-based augmented reality games. New Directions for Youth Development, 128 (Winter), 85–94.

Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.

Pereira, A. B. C. (2017). Uso de jogos digitais no desenvolvimento de competências curriculares da matemática.

Perry, J., Klopfer, E., Norton, M., Sutch, D., Sandford, R., & Facer, K. (2008). AR gone wild: two approaches to using augmented reality learning games in zoos. Proceedings of the 8th international conference on International conference for the learning sciences, The Netherlands, 322-329.

Piconez, S. C. B. (2004). Sistema Transversal de Ensino--Aprendizagem: do referencial teórico à prática político-pedagógica na sistemática de planejamento para educação básica. Cadernos Pedagógicos Reflexões, 1(4).

Samosky, J. T., Nelson, D. A., Wang, B., Bregman, R., Hosmer, A., Mikulis, B., & Weaver, R. (2012, February). BodyExplorerAR: enhancing a mannequin medical simulator with sensing and projective augmented reality for exploring dynamic anatomy and physiology. In Proceedings of the Sixth International Conference on Tangible, Embedded and Embodied Interaction (pp. 263-270).

Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Educationand Technology, 16 (1), 5-29.

Tenenberg, Josh. (2019). Qualitative methods for computing education. The Cambridge handbook of computing education research, p. 173-207.

Unity. (2020). Disponível em: < https://unity.com/pt>. Acesso em: 09, junho de 2019.

Vygotsky, L. S. (1984). The social formation of mind.

Publicado
24/11/2020
PEREIRA, Adalberto Bosco Castro; SANTOS, Igor Nascimento Guanais; ALVES, Luan Felipe Cruz; EBERHARD, Anne. Augmented Reality and Transversal System of Teaching-Learning to teach anatomy. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 26. , 2020, Evento Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2020 . p. 41-50. DOI: https://doi.org/10.5753/cbie.wie.2020.41.