Realidade aumentada como estratégia pedagógica na compreensão das leis de Kepler no ensino médio

Abstract

Augmented Reality (AR) is on the rise, being adopted by education to enhance educational environments, providing an innovative experience for students. Over the years, it has become a tool aimed at enhancing the cognitive and social thinking of students, discarding the premise of being used for specific purposes, due to the significant technological advancement in society. The work focused primarily on the use of Augmented Reality, directed towards education and Physics phenomena, concentrating on the content of gravitation and Kepler's Laws through pedagogical applications. It was a descriptive research with mixed, qualitative, and quantitative analysis, employing the collection of information and opinions through three questionnaires. We visited CETI Farmacêutico João Carvalho, a public high school in Oeiras, Piauí, focusing on the second years "A," "B," and "C." Data collection was done through fully structured printed questionnaires, with predefined Likert scale questions. Initially, the data from printed questionnaires were tabulated in Microsoft Excel and later exported to the IBM Statistical Package for the Social Sciences (SPSS) software, version 20.0, for statistical analysis. This study was conducted based on documentary authorizations, observing the regulations for research with the institution and its participants. The benefits of the research were significant for Physics teaching, as the integration of technology in the classroom will provide an alternative and dynamic environment. The use of smartphones proved to be a beneficial agent in the context where Augmented Reality was implemented. The results had their information converted and presented in the form of graphs and tables. The study was advantageous and meaningful for teaching and learning.