Realidades aumentada e virtual no ensino de química : aplicação e avaliação no ensino médio

Abstract

The present work aims to understand the perceptions of students regarding the use of technologies of augmented and virtual realities, their contributions in the understanding of the concepts of Chemistry in a pandemic context and remote classes. A didactic sequence was developed and applied in which applications of both augmented reality and virtual reality were used to promote activities involving chemistry content. This research has qualitative aspects, being part of a case study. Data collection instruments were used: digital questionnaires with students from two private and two public schools to investigate their perceptions regarding the use of these technologies in education. The collected responses were analyzed using Discursive Textual Analysis (ATD). We reached four final categories a priori, namely usability, engagement, motivation and active learning. The results demonstrated the importance of the use of realities increased and virtual in the discipline of Chemistry, since they facilitate the understanding of the contents, decrease the student’s need for abstraction, contribute to their being motivated and engaged in the activities. The fact that the activities are performed in an asynchronous manner shows that some difficulties encountered by students in the use of the applications are more difficult to circumvent if the context of the application was an in-person teaching. In addition, there are some limitations in relation to the technologies employed, such as the limited offer of Portuguese-language applications and the diversity of smartphones used by students, who often do not have the resources necessary for applications with these technologies to function as expected.