Realidade aumentada e virtual no ensino de química: revisão sistemática da literatura

Abstract

Virtual Reality (VR) and Augmented Reality (AR) have been the subject of numerous discussions, especially regarding their use in the school environment with the development of textbooks, educational games and virtual environments that make use of these technologies. The metaverse, for example, is a resource that tries to replicate reality, adding VR, AR and the Internet, enabling the creation of shared collective and virtual spaces, similar to classrooms. This type of tool encompasses processes of exploration, discovery, observation, and knowledge construction. Within this context, this paper presents a systematic review of the literature on VR and AR, and their performance in the teaching and learning process. To this end, a survey of works and studies was carried out. To gather this data, 8 databases were used: Google Acadêmico, Periódico Capes, Scielo, Congresso Brasileiro de Informática na Educação, Sociedade Brasileira de Ensino de Química (SBEnQ), Sociedade Brasileira de Química - Divisão de Ensino de Química (SBQ), Revista Virtual de Química and Revista Química Nova na Escola. The search was limited to four key words, namely: virtual reality, augmented reality, chemistry and chemistry teaching, focusing on the areas of science and chemistry teaching, the last 11 years, a total of 10,660 database publications were found, and exclusively papers written in Portuguese. Among the main results found is the steady increase of studies in the last five years, games and molecular structures as the main topic of Chemistry in which AR and VR is used. Keywords: Technological Approaches. Chemistry teaching. Bibliographic survey.