Um estudo da realidade aumentada como tecnologia de ensino-aprendizagem na área de design

• Ano de defesa: 2022
• Autor(a) principal: Tavares, Joyce Daniele
• Orientador(a): Silva, Diogo Cortiz da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Realidade aumentada; Educação; Metodologias ativas de aprendizagem; Tecnologias educacionais; Ensino remoto
• Palavras-chave em Inglês: Augmented reality; Education; Active learning methodologies; Educational technologies; Remote learning
• Área do conhecimento CNPq: CNPQ::ENGENHARIAS
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/25887

This study aimed to describe the results of the application of Augmented Reality (AR) as a strategy to aid the teaching-learning process in Design. A design experiment was carried out to assess whether AR could improve learning in introductory drawing lessons by generating a projection that would facilitate the identification of patterns and proportions. For this purpose, we used a sample of 60 students (N = 60) students from the Cultural Production and Design axis at a technical school in the west of Greater São Paulo in remote education through the Microsoft Teams platform. The sample was divided into two groups: the control group (using only regular drawing tools) and the experimental group (using AR as an additional tool). Three expert reviewers were recruited to assess the participants’ final design and an electronic form was applied to identify students’ perceptions of the learning experience. The reviewer’s evaluation results did not show statistical significance in relation to the reviewers’ evaluation between the control and experimental groups; however, qualitative research with the same students showed statistical significance in their preference for classes using AR. Based on these results, we argue that although the results did not show a significant difference from the evaluators’ point of view regarding visual production, the students’ perception suggests that AR can be an important auxiliary tool in the learning process