masterThesis
Realidade aumentada como apoio à aprendizagem de vetores na educação superior
Fecha
2022-02-25Registro en:
PIRES, Glice Rocha. Realidade aumentada como apoio à aprendizagem de vetores na educação superior. 2022. 163f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2022.
Autor
Pires, Glice Rocha
Resumen
Higher education students have been facing challenges in learning Analytic
Geometry, the sub-area of Mathematics that links Algebra and Geometry fields.
Within Analytic Geometry, the study of Vectors is introduced as an algebraic resource
that serves as an instrument for solving geometric problems and vice versa. The
study of Vector Algebra has strong applicability in several fields of knowledge, such
as Physics, Engineering, Computing, Economics, etc. Therefore, the student must be
well trained in this regard. Nevertheless, the learning difficulties related to basic
Vectors concepts and operations are evident. Disciplines that address this issue in
higher education require a high level of abstraction from the student and usually
adopt teaching materials that are poorly contextualized, disfavoring learning
approaches that make sense to the student and take into account their educational
needs. Many current technologies assist learners in problematic educational contexts,
such as augmented reality. In this context, this research aimed to develop an
augmented reality solution to make the teaching and learning process of Vectors
more meaningful, with a visual and contextualized mathematical approach. For this,
the research went through methodological procedures based on Design Thinking,
once it is an approach that seeks an innovative solution centered on the needs of
end-users. The target audience of the research was composed of undergraduate
students from the Federal University of Rio Grande do Norte (UFRN) who were
taking the Vectors and Analytical Geometry (VAG) course. The research was able to
develop a prototype of an augmented reality mobile application that stimulates the
learning of vector concepts and operations. The research product was evaluated in
two ways. First, it was analyzed whether the application had resources for addressing
needs identified during the initial stages of the research. Following that, the
application was tested in VAG classes in the remote teaching model, due to
restrictions imposed by UFRN related to the covid-19 pandemic. With
experimentation, it was possible to evaluate the educational potential of the
application, by analyzing the impacts of the application on the students' learning
experience. The research made possible several findings about the educational tool
produced: it is suitable for mathematics teaching; it enables a visual teaching
approach of Vectors and it promotes visualization and understanding of vector
concepts, operations and real-life applications. With game elements, it deals with
vector concepts interactively and dynamically, within a context that makes sense to
the student. It is expected that the present work can foster new research on the same
theme and that the developed solution is taken forward in favor of a more enriching learning experience.