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Publication
Realidade virtual na educação: principais desafios à sua adoção numa instituição educativa
Advisor(s)
Abstract(s)
A Realidade Virtual embora muito atrativa, apresenta, ainda, variados desafios à sua adoção nas instituições de ensino. Este trabalho tem como objetivo geral estudar os desafios que emergiram na adoção da Realidade Virtual em turmas do 8.º e 9.º anos na Carlucci American International School of Lisbon. Fez parte de uma proposta de atividades do comité de STEAM dessa escola. Escolheu-se a metodologia de investigação-ação e essa escolha levou à realização de 9 ciclos de planeamento, execução, reflexão e readaptação. O estudo dos resultados permitiu confirmar o estado da arte, de que a adoção da realidade virtual enfrenta desafios financeiros, técnicos, pedagógicos e sociais cuja prevenção deve ser refletida na estratégia de implementação adotada, proporcionando concretizações particulares nascidas do confronto com as características do contexto de investigação. O custo elevado dos equipamentos, das licenças e da infraestrutura necessária podem ser um forte obstáculo para as instituições com menos recursos financeiros e humanos. A qualidade pedagógica, a necessidade de formação dos professores, o planeamento das aulas e a adaptação do conteúdo letivo às tarefas imersivas revelaram-se essenciais para o sucesso dos momentos de aprendizagem imersiva. No campo social, as questões de acessibilidade, de inclusão e de higienização exigem planeamento específico, quer por ser necessário o consentimento dos encarregados de educação (porque os alunos eram menores de idade), quer por alguma razão de doença impeditiva. Revelaram-se padrões e desafios com potencial para serem extrapolados a outros contextos. O trabalho revelou ainda padrões e dificuldades que podem ser comuns, potencialmente aplicáveis em contextos diversos, contribuindo para o enriquecimento do debate sobre o uso de tecnologias imersivas no ensino e fornecendo perceções valiosas para futuras implementações.
Although Virtual Reality (VR) is highly appealing, it still presents a range of challenges for its adoption in educational institutions. This study aimed to examine the challenges that emerged during the implementation of VR in 8th and 9th grade classrooms at the Carlucci American International School of Lisbon. It formed part of a series of activities proposed by the school’s STEAM committee. The chosen methodology was action research, which involved eight iterative cycles of planning, execution, reflection, and readjustment. The analysis of results confirmed the current state of the art: the adoption of VR is hindered by financial, technical, pedagogical, and social challenges that must be anticipated and addressed in the implementation strategy. These challenges require context-specific solutions shaped by the particular characteristics of the educational setting. The high costs of equipment, software licenses, and the necessary infrastructure may constitute significant barriers for institutions with limited financial and human resources.Pedagogical quality, the need for teacher training, lesson planning, and the adaptation of curricular content to immersive tasks emerged as critical factors for the success of immersive learning experiences. From a social perspective, issues of accessibility, inclusion, and hygiene demand specific planning—whether due to the requirement for parental consent (as the students were minors) or medical conditions that could limit participation. The study identified patterns and challenges with potential applicability beyond the specific research context. It also revealed difficulties and considerations likely to be encountered in other settings, thus contributing to the broader discourse on the integration of immersive technologies in education and offering valuable insights for future implementations.
Although Virtual Reality (VR) is highly appealing, it still presents a range of challenges for its adoption in educational institutions. This study aimed to examine the challenges that emerged during the implementation of VR in 8th and 9th grade classrooms at the Carlucci American International School of Lisbon. It formed part of a series of activities proposed by the school’s STEAM committee. The chosen methodology was action research, which involved eight iterative cycles of planning, execution, reflection, and readjustment. The analysis of results confirmed the current state of the art: the adoption of VR is hindered by financial, technical, pedagogical, and social challenges that must be anticipated and addressed in the implementation strategy. These challenges require context-specific solutions shaped by the particular characteristics of the educational setting. The high costs of equipment, software licenses, and the necessary infrastructure may constitute significant barriers for institutions with limited financial and human resources.Pedagogical quality, the need for teacher training, lesson planning, and the adaptation of curricular content to immersive tasks emerged as critical factors for the success of immersive learning experiences. From a social perspective, issues of accessibility, inclusion, and hygiene demand specific planning—whether due to the requirement for parental consent (as the students were minors) or medical conditions that could limit participation. The study identified patterns and challenges with potential applicability beyond the specific research context. It also revealed difficulties and considerations likely to be encountered in other settings, thus contributing to the broader discourse on the integration of immersive technologies in education and offering valuable insights for future implementations.
Description
Tese de Mestrado em Pedagogia de e_Learning, apresentada à Universidade Aberta
Keywords
Realidade virtual Inovação pedagógica Investigação ação Educação STEAM Transformação digital na educação Formação de professores Integração pedagógica Virtual reality Educational innovation Action research STEAM education Digital transformation in education Teacher training Pedagogical integration