A realidade virtual na aprendizagem: uma ferramenta de avaliação de aplicativos educacionais em ensino de língua adicional para dispositivos HMD

• Ano de defesa: 2024
• Autor(a) principal: Lima, Fábio Rodrigo Bezerra de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Realidade virtual; Ensino de línguas adicionais; Gamificação; Avaliação de aplicativos; Virtual reality; Additional language teaching; Gamification; Application evaluation; Réalité virtuelle; Enseignement des langues additionnelles; Évaluation des applications; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/78383

This study explores and evaluates the potential of three Virtual Reality (VR) applications for additional language teaching and learning grounded in Task-Based Language Teaching (TBLT) studies, based on the works of Pinto (2011), Skehan (1998), and Nunan (2004). The research develops and utilizes a checklist derived from models and methods for analyzing educational software (Borges, 2006; Lacerda, 2007; Martins, 2015), with assessment and validation by two experts, and is divided into four sections according to four technical and theoretical support perspectives: i) the immersiveness and interactivity of VR, based on Adams (2014); Lanier (2017); Fialho (2018); Figueiredo (2019); Lim, Lee, and Ke (2018); Grau (2003); Oliveira and Weissheimer (2015); ii) principles of Digital Game-Based Learning, referencing Passos and Behar (2011); Kapp (2012); Beavis, Thompson, and Muspratt (2017); iii) Gamification, investigated as a strategy based on Alves (2014); Burke (2015); Eugenio (2020); iv) usability criteria (Melo and Nevez, 2013). The research employs a quantitative-qualitative approach to data analysis, with theoretical support also discussed through ANOVA statistical analysis. The three VR apps are rated on the checklist from 0 to 4 on an adapted Likert scale based on their characteristics. The research was conducted in four phases: 1) Descriptive Analysis (DA), which describes the technical and pedagogical characteristics of the applications; 2) Survey with language teachers, covering the issues described in the checklist; 3) Use of ANOVA on the data to ensure greater reliability and relevance; 4) Critical Analysis, adapting Bardin's Content Analysis (2010; 2011), which qualitatively evaluates the data in light of relevant areas. The conclusions after the analysis were: a) customizing VR content is challenging; b) voice recognition with immediate feedback is promising; c) gamification in VR language apps is limited; d) continuous assessment and user engagement are essential.