A aplicação da realidade aumentada no ensino fundamental
DOI:
https://doi.org/10.33448/rsd-v10i3.12823Palavras-chave:
Realidade aumentada; Ensino fundamental; Educação.Resumo
A aplicação da Realidade Aumentada no setor educacional aumentou, a novidade da tecnologia de Realidade Aumentada tornou-se uma atração especial para as partes interessadas para melhorar a qualidade da educação. No entanto, até o momento ainda faltam estudos de literatura que enfoquem a investigação da aplicação da Realidade Aumentada em alunos do ensino fundamental. Este estudo apresenta uma revisão da literatura sobre o uso da tecnologia de Realidade Aumentada para alunos do ensino fundamental. Os artigos que foram sintetizados de 2010 a 2020 indexados pelo Google Schoolar foram 10 artigos. Usando a análise de conteúdo qualitativa, este estudo tenta responder a duas questões; (1) Qual o impacto da aplicação da Realidade Aumentada nos resultados de aprendizagem de Alunos do Ensino Fundamental? e (2) como a Perspectiva Pedagógica vê a Realidade Aumentada?
Referências
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). International Forum of Educational Technology & Society Augmented Reality Trends in Education : A Systematic Review of Research and Applications. Educational Technology, 17(4), 133–149. https://www.jstor.org/stable/jeductechsoci.17.4.133
Burton, E. P., Frazier, W., Anneta, L., Lamb, R., Cheng, R., & Chmiel, M. (2011). Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers. Journal of Technology and Theacher Ecucation, 19(3), 303–329. https://www.learntechlib.org/primary/p/37136/.
Caudell, T. P., & Mizell, D. W. (1992). Augmented Reality: An Application of Heads-Up Display Technology to Manual Manufacturing Processes. Proceedings of the Twenty-Fifth Hawai Internasional Comference on System Sciences.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers and Education, 71, 185–197. https://doi.org/10.1016/j.compedu.2013.09.022
Chen, C. M., & Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers and Education, 59(2), 638–652. https://doi.org/10.1016/j.compedu.2012.03.001
Chen, P., Liu, X., Cheng, W., & Huang, R. (2017). A review of using Augmented Reality in Education from 2011 to 2016. 13–19. https://doi.org/10.1007/978-981-10-2419-1
Chiang, T. H. C., Yang, S. J. H., & Hwang, G.-J. (2014). An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities. Educational Technology & Society, 17(4), 352–365. https://doi.org/https://www.jstor.org/stable/jeductechsoci.17.4.352
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22. https://doi.org/10.1007/s10956-008-9119-1
El Syed, N. A. M., Zayed, H. H., & Sharawy, M. . (2011). ARSC: Augmented Reality Student Card. Computers & Education, 56(4), 1045–1061. https://doi.org/doi:10.1016/j.compedu.2010.10.019
Furió, D., González-Gancedo, S., Juan, M. C., Seguí, I., & Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education, 64, 1–23. https://doi.org/10.1016/j.compedu.2012.12.001
Han, J., Jo, M., Hyun, E., & So, H. jeong. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455–474. https://doi.org/10.1007/s11423-015-9374-9
Higgins, J. (2020). Cognising With Others in the We-Mode: a Defence of ‘First-Person Plural’ Social Cognition. Review of Philosophy and Psychology, 2005, 1–22. https://doi.org/10.1007/s13164-020-00509-2
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), 65–70. https://doi.org/10.1111/j.1467-8535.2011.01183.x
Hwang, G. J., Tsai, C. C., Chu, H. C., Kinshu, & Chen, C. Y. (2012). A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park. Australasian Journal of Educational Technology, 28(5), 931–947. https://doi.org/10.14742/ajet.825
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education, 5(2), 109–123. https://doi.org/10.1016/j.compedu.2018.05.002
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers and Education, 68, 545–556. https://doi.org/10.1016/j.compedu.2013.02.018
Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3–4), 163–174. https://doi.org/10.1007/s10055-006-0036-4
Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia - Social and Behavioral Sciences, 47(222), 297–302. https://doi.org/10.1016/j.sbspro.2012.06.654
Klopfer, E., & Sheldon, J. (2012). Augmenting your own reality: Student authoring of science-based augmented reality games. In R. Ciglič, B. Komac, A. Steinfuhrer, & Z. Matija (Eds.), Natural hazards and education in Europe (pp. 85–94). https://doi.org/10.1002/yd
Klopfer, E., & Squire, K. (2008). Environmental detectives-the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203–228. https://doi.org/10.1007/s11423-007-9037-6
Lin, H. C. K., Chen, M. C., & Chang, C. K. (2013). Assesing the effectiveness of learning solid geometru by using an augmented reality-assisted learning system. Interactive Learning Enviroments, 23(6), 799–810. https://doi.org/https://doi.org/10.1080/10494820.2013.817435
Lu, S. J., & Liu, Y. C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4), 525–541. https://doi.org/10.1080/13504622.2014.911247
Muñoz-Cristóbal, J. A., Jorrín-Abellan, I. M., Asensio-Peréz, J. I., Martínez-Monés, A., Prieto, L. P., & Dimitriadis, Y. (2015). Supporting teacher orchestration in ubiquitous learning environments: A study in primary education. IEEE Transactions on Learning Technologies, 8(1), 83–97. https://doi.org/10.1109/TLT.2014.2370634
Radu, I., McCarthy, B., & Kao, Y. (2016). Discovering educational augmented reality math applications by prototyping with elementary-school teachers. Proceedings - IEEE Virtual Reality, July, 271–272. https://doi.org/10.1109/VR.2016.7504758
Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13), 1–8. https://doi.org/10.5539/ies.v8n13p1
Salehudin, M., Marniah, & Hariati. (2020). Siswa SD Menggunakan Smartphone Dalam Pembelajaran Online. IBTIDA’: Media Komunikasi Hasil Penelitian Pendidikan Guru Madrasah Ibtidaiyah, 01(02), 229–241.
Sobon, K., Mangundap, J. M., & Walewangko, S. (2020). Pengaruh Penggunaan Smartphone Terhadap Motivasi Belajar Siswa Sekolah Dasar Di Kecamatan Mapanget Kota Manado. Autentik : Jurnal Pengembangan Pendidikan Dasar, 3(2), 97–106. https://doi.org/10.36379/autentik.v3i2.38
Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers and Education, 79(2014), 59–68. https://doi.org/10.1016/j.compedu.2014.07.013
Sotiriou, S., & Bogner, F. X. (2008). Visualizing the Invisible: Augmented Reality as an Innovative Science Education Scheme. American Scientific Publishers, 1(1), 114–122. https://doi.org/https://doi.org/10.1166/asl.2008.012
Stork, S., & Sanders, S. W. (2008). Physical Education in Early Childhood. The Elementary School Journal, 108(3). https://doi.org/https://doi.org/10.1086/529102
Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570–585. https://doi.org/10.1016/j.compedu.2013.02.014
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How Augmented Reality Enables Conceptual Understanding of Challenging Science Content. Educational Technology & Society2, 20(1), 156–168. https://www.jstor.org/stable/jeductechsoci.20.1.156
Zimmerman, H. T., Land, S. M., & Jung, Y. J. (2016). Using augmented reality to support children’s situational interest and science learning during context-sensitive informal mobile learning. Advances in Intelligent Systems and Computing, 406, 101–119. https://doi.org/10.1007/978-3-319-26518-6_4
Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers and Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.001
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2021 . Hidayat; . Sukmawarti ; . Suwanto
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
1) Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
2) Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
3) Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
