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Prática pedagógica com realidade virtual imersiva no ensino superior: experiência e perceções da docente e estudantes
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Abstract(s)
Este artigo descreve uma prática educativa desenvolvida no Ensino Superior, no âmbito da Unidade Curricular Educação para as Redes Sociais, da Licenciatura em Produção Multimédia em Educação, com o objetivo de explorar a integração da Realidade Virtual Imersiva (RV-I) como ferramenta pedagógica. A atividade envolveu a exploração de um cenário virtual, a criação de uma publicação multimédia para disseminação no Facebook e a reflexão crítica sobre o papel do criador/gestor de conteúdos digitais. A prática simulou um ambiente profissional de redes sociais, com os estudantes a desempenharem esse papel. A sessão foi organizada em dois momentos: o primeiro dedicado à ambientação à RV através de um tutorial; o segundo à exploração do cenário virtual “Fundo do Mar” e à recolha de materiais. Os dados foram recolhidos através de grelhas de observação, questionário aos estudantes e entrevista à docente. Os resultados indicam que, apesar de alguns constrangimentos técnicos (como problemas de ligação à Internet e limitações do cenário), a atividade foi percecionada como motivadora e inovadora.
Os estudantes destacaram a imersão, a utilidade pedagógica da ferramenta e a vontade de repetir a experiência. A docente, por sua vez, salientou a importância da preparação técnica, da formação docente e da flexibilidade na planificação. Conclui-se que a RV-I apresenta potencial para enriquecer o ensino superior, desde que acompanhada de estratégias de implementação bem delineadas.
This article describes an educational practice developed in Higher Education within the Curricular Unit Education for Social Networks, part of the Degree in Multimedia Production in Education, with the aim of exploring the integration of Immersive Virtual Reality (IVR) as a pedagogical tool. The activity involved exploring a virtual scenario created within the REVEALING Project, creating a multimedia publication for dissemination on Facebook, and critically reflecting on the role of the digital content creator/manager. The practice simulated a professional social media environment, with students assuming that role. The session was structured in two parts: the first focused on VR familiarization through a tutorial; the second involved the exploration of the “Underwater World” scenario and material collection. Data were gathered through observation grids, a student questionnaire, and an interview with the professor. The results indicate that, despite some technical constraints (such as Internet connection issues and scenario limitations), the activity was perceived as motivating and innovative. Students highlighted the immersive experience, the pedagogical value of the tool, and expressed interest in repeating the experience. The professor, in turn, emphasized the importance of technical preparation, teacher training, and flexibility in planning. It is concluded that IVR has the potential to enrich higher education when accompanied by well-structured implementation strategies.
This article describes an educational practice developed in Higher Education within the Curricular Unit Education for Social Networks, part of the Degree in Multimedia Production in Education, with the aim of exploring the integration of Immersive Virtual Reality (IVR) as a pedagogical tool. The activity involved exploring a virtual scenario created within the REVEALING Project, creating a multimedia publication for dissemination on Facebook, and critically reflecting on the role of the digital content creator/manager. The practice simulated a professional social media environment, with students assuming that role. The session was structured in two parts: the first focused on VR familiarization through a tutorial; the second involved the exploration of the “Underwater World” scenario and material collection. Data were gathered through observation grids, a student questionnaire, and an interview with the professor. The results indicate that, despite some technical constraints (such as Internet connection issues and scenario limitations), the activity was perceived as motivating and innovative. Students highlighted the immersive experience, the pedagogical value of the tool, and expressed interest in repeating the experience. The professor, in turn, emphasized the importance of technical preparation, teacher training, and flexibility in planning. It is concluded that IVR has the potential to enrich higher education when accompanied by well-structured implementation strategies.
Description
Keywords
Realidade virtual imersiva Ensino superior Multimédia Redes sociais Immersive virtual reality Higher education Multimedia Social network