Realidade aumentada na perspectiva da metodologia de gamificação para o aprendizado de volume de sólidos geométricos

Abstract

The representation of geometric solids in three-dimensional space is a task that creates difficulties for the teacher who needs to do it and much more for the student who needs to visualize them, often considering having difficulties related to abstraction and the sense of dimensionality, and which commonly occurs on the whiteboard or through resources that do not favor this visualization. In this way, the present work sought to answer the following question: How can the use of the VolumAR application, from the perspective of the Gamification methodology, contribute to learning the volume of geometric solids? To this end, we set out as a general objective to understand how the use of the VolumAR application, from the perspective of the Gamification methodology, can contribute to learning the volume of geometric solids. As specific objectives, we seek to propose an AR application for the study of geometric solids; identify the perspectives and limitations of using the VolumAR application from a Gamification perspective for learning the volume of geometric solids; verify how the use of the VolumAR application helped in solving problems with the volume of geometric solids; and evaluate the perceptions of research participants regarding the experience of using the VolumAR application from the perspective of the Gamification methodology for learning the volume of geometric solids. The research developed was qualitative, with an intervention research approach and was carried out in a 3rd grade high school class, composed of 26 students, aged between 17 and 19 years old, belonging to the Escola Estadual Padre Antônio Duarte, located in city of Olho d'Água das Flores, AL. For data collection, we used the VolumAR application, semi-structured interviews, observations recorded in the field diary and photographic records as instruments, which were analyzed taking as a reference what the content analysis proposed by Bardin (2016) proposes. Data analysis was divided into three categories of analysis through: technological characterization of participants; AR analysis and gamification as resources for learning the volume of geometric solids; and contributions from the VolumAR app. Taking the results and established findings as a basis, it was possible to show that the research in question achieved the objectives outlined and that it attributes a lot of collaboration to the area of Mathematics Education, as it encompasses a scenario full of possibilities for learning the volume of geometric solids, associating the use of modern technology and methodology, not recent, but capable of engaging and awakening curiosity in students.