The use of Immersive Augmented Reality Technology in Vocational Training
DOI:
https://doi.org/10.53628/emrede.v11i.1059Keywords:
Augmented Reality, Inclusion, Vocational TrainingAbstract
The aim of this literature review is to analyze the current use of Augmented Reality (AR) technology in general education and vocational training in particular, both internationally and in the specific case of Portugal. The lack of studies on the educational effects of AR on students with special educational needs and on the convenience of using adapted assessment systems in vocational training stages is highlighted.
Downloads
Metrics
References
AKÇAYIR, M. et al. Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, v. 57, p. 334-342, 2016. Disponível em: https://www.sciencedirect.com/science/article/abs/pii/S0747563215303253?via%3Dihb Acesso em: 1 jun. 2024. DOI: https://doi.org/10.1016/j.chb.2015.12.054
ARIAS, F. El Proyecto de Investigación. Introducción a la Metodología Científica. Episteme, Caracas, 6ª edição, 2012.
BARROS, D. M. V. Org. Estilos Pedagógicos de Internacionalização no Digital: da alfabetização ao ensino superior. EmRede - Revista de Educação a Distância, [S. l.]. Disponível em: https://www.aunirede.org.br. Acesso em: 1 jun. 2024.
BLANCO-GONZÁLEZ et al. The Role of AI in Drug Discovery: Challenges, Opportunities, and Strategies. Pharmaceuticals, v. 16, n. 6, p. 891-891, 18 jun. 2023. Disponível em: https://www.mdpi.com/1424-8247/16/6/891. Acesso em: 3 jun. 2024. DOI: https://doi.org/10.3390/ph16060891
CABERO-ALMENARA, J. et al. Educational Uses of Augmented Reality (AR): Experiences in Educational Science. Sustainability, v. 11, n. 18, p. 4990, 2019. Disponível em: https://www.mdpi.com/2071-1050/11/18/4990. Acesso em: 7 jun. 2024. DOI: https://doi.org/10.3390/su11184990
CAI, S. et al. Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, v. 25, n. 6, p. 778-791, 2016. Disponível em: https://www.tandfonline.com. Acesso em: 6 jun. 2024. DOI: https://doi.org/10.1080/10494820.2016.1181094
CASCALES-MARTÍNEZ, A. et al. Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs. EURASIA Journal of Mathematics, Science and Technology Education, v. 13, n. 2, 2017. Disponível em: https://www.ejmste.com/article/using-an-augmented-reality-enhanced-tabletop-system-to-promote-learning-of-mathematics-a-case-study-4669. Acesso em: 2 jun. 2024. DOI: https://doi.org/10.12973/eurasia.2017.00621a
DELGADO-RODRÍGUEZ, S.; CARRASCAL-DOMÍNGUEZ, S.; GARCIA-FANDIÑO, R. Design, Development and Validation of an Educational Methodology Using Immersive Augmented Reality for STEAM Education. Journal of New Approaches in Educational Research, v. 12, n. 1, p. 19, 15 jan. 2023. DOI: Disponível em: https://naerjournal.com/article/view/v12n1-2. Acesso em: 29 pod. 2024. DOI: https://doi.org/10.7821/naer.2023.1.1250
EDUCAUSE. 2020 EDUCAUSE Horizon Report, Teaching and Learning Edition. Louisville: EDUCAUSE, 2020. Disponível em: https://library.educause.edu. Acesso em: 7 jun. 2024.
HAN, J. et al. Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, v. 63, n. 3, p. 455-474, 2015. Disponível em: https://link.springer.com/article/10.1007/s11423-015-9374-9. Acesso em: 10 jun. 2024. DOI: https://doi.org/10.1007/s11423-015-9374-9
HUANG, J. et al. An augmented reality sign-reading assistant for users with reduced vision. PLoS ONE, v. 14, n. 1, 2019. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210630. Acesso em: 13 jun. 2024. DOI: https://doi.org/10.1371/journal.pone.0210630
KIM, K. et al. Understanding users’ continuance intention toward smartphone augmented reality applications. Information Development, v. 32, n. 2, p. 161-174, 2014. Disponível em: https://journals.sagepub.com/doi/10.1177/0266666914535119. Acesso em: 5 jun. 2024. DOI: https://doi.org/10.1177/0266666914535119
KOO, G.; LEE, N.; KWON, O.; Combining object detection and causality mining for efficient development of augmented reality-based on-the-job training systems in hotel management. New Review of Hypermedia and Multimedia, v. 25, n. 3, p. 112-136, 2019. Disponível em: https://www.tandfonline.com. Acesso em: 2 jun. 2024. DOI: https://doi.org/10.1080/13614568.2019.1694594
KWIATEK, C. et al. Impact of augmented reality and spatial cognition on assembly in construction. Automation in Construction, v. 108, 2019. Disponível em: https://www.sciencedirect.com/science/article/abs/pii/S0926580518312482?via%3Dihub. Acesso em: 1 jun. 2024. DOI: https://doi.org/10.1016/j.autcon.2019.102935
LEE, I. J. Using augmented reality to train students to visualize three-dimensional drawings of mortise-tenon joints in furniture carpentry. Interactive Learning Environments, v. 28, n. 7, p. 930-944, 2019. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10494820.2019.1572629. Acesso em: 17 jun. 2024. DOI: https://doi.org/10.1080/10494820.2019.1572629
LEÓN, O.; MONTERO, I. Métodos de Investigación en Psicología y Educación. Las tradiciones cuantitativa y cualitativa. McGraw-Hill, Madrid, 4ª edição, 2015.
MARTINS, B.R.; JORGE, J.A.; ZORZAL, E.R. Towards augmented reality for corporate training. Interactive Learning Environments, v. 31, n. 4, p. 2305-2323, 2021. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10494820.2021.1879872. Acesso em: 10 jun. 2024. DOI: https://doi.org/10.1080/10494820.2021.1879872
MASCARENHAS, C.; DUARTE, J. Utilização de Objetos Digitais de Aprendizagem na Educação Profissional: desafios e possibilidades. En: OLIVEIRA, T; MELARÉ, D; DO ESPÍRITO, E; GOMES, A. (org.). Tecnologias e Educação. Brasil: EDUFRB, 2021. P. 270-294.
MEIRA, L.; TORI, R.; HUANCA, C. O uso da Realidade Aumentada no ensino de Enfermagem. Anais dos Trabalhos de Conclusão de Curso. Pós-Graduação em Computação Aplicada à Educação Instituto de Ciências Matemáticas e de Computação, São Paulo, v.1, 2020. Disponível em: https://especializacao.icmc.usp.br. Acesso em: 9 jun. 2024.
MUSTAPA, M.A.S.; IBRAHIM, M.; YUSOFF, A. Engaging Vocational College Students through Blended Learning: Improving Class Attendance and Participation. Procedia-Social and Behavioral Sciences, v. 204, p. 127-135, 2015. Disponível em: https://www.sciencedirect.com/science/article/pii/S1877042815047734?via%3Dihub. Acesso em: 1 jun. 2024. DOI: https://doi.org/10.1016/j.sbspro.2015.08.125
NIETO, E. El papel de las tecnologías en el desarrollo de los aprendizajes y en la mejora del rendimiento académico. En: RODRÍGUEZ, M.; NIETO, E.; SUMOZAS, R. (org.). Las tecnologías en educación. Hacia la calidad educativa. Madrid: Síntesis, 2016. p. 17-33.
O´NEILL, C. Armas de destrucción matemática. Como el Big Data aumenta la desigualdad y amenaza la democracia. Capitan Swing, Madrid, 2018.
OHL, E.; TORI, R.; SILVA, M. Formação de professores e seu impacto no uso da realidade aumentada em sala de aula: uma revisão integrativa da literatura. Em Teia | Revista de Educação Matemática e Tecnológica Iberoamericana, [S. l.], v. 14, n. 1, p. 222-246, 2023. Disponível em: https://periodicos.ufpe.br. Acesso em: 14 jun. 2024. DOI: https://doi.org/10.51359/2177-9309.2023.257156
ROOPA, D.; PRABHA, R.; SENTHIL, G.A. Revolutionizing education system with interactive augmented reality for quality education, Materials Today: Proceedings, v. 46, 2021. Disponível em: https://www.sciencedirect.com. Acesso em: 1 jun. 2024. DOI: https://doi.org/10.1016/j.matpr.2021.02.294
SILVEIRA, L. C. G.; LUIZ, J. M.; GUTERRES, L. X.; MENDES, L. F. da S.; RIBEIRO, L. O. M. Tecnologias assistivas no contexto da acessibilidade e mobilidade: possibilidades de inclusão digital de autistas na educação a distância. EmRede - Revista de Educação a Distância, [S. l.], v. 7, n. 2, p. 61-73, 2020. Disponível em: https://www.aunirede.org.br/revista/index.php/emrede. Acesso em: 2 jun. 2024. DOI: https://doi.org/10.53628/emrede.v7.2.539
SOUZA, M.T.; SILVA, M.D.; CARVALHO, R. Revisão integrativa: o que é e como fazer. Einstein, São Paulo, v. 8, n. 1, p. 102-106, 2010. Disponível em: https://www.scielo.br/j/eins/a/ZQTBkVJZqcWrTT34cXLjtBx/?lang=pt. Acesso em: 27 pod. 2024. DOI: https://doi.org/10.1590/s1679-45082010rw1134
TARNG, W. et al. A Sun Path Observation System Based on Augment Reality and Mobile Learning. Mobile Information Systems, v. 2018, p. 1-10, 2018. Disponível em https://doi.org/10.1155/2018/5950732. Acesso em: 12 jun. 2024. DOI: https://doi.org/10.1155/2018/5950732
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. Volver a encauzar la educación: el aprendizaje digital durante la pandemia de COVID-19. UNESCO. Disponível em: https://es.unesco.org. Acesso em: 24 jun. 2024.
WALCHHUTTER, S.V.; PIAGETTI JÚNIOR, A.P.; ARAÚJO, E.A.S. de. Metodologias Ativas e o uso de Simuladores para a Formação Técnica em Eletrônica. Revista de Humanidades, Tecnologia e Cultura, v. 8, n. 1, 2018. Disponível em: https://rehutec.wixsite.com. Acesso em: 18 jun. 2024.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Santiago Delgado-Rodríguez
This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting an article to EmRede Journal and having it approved, the authors agree to transfer, without remuneration, the following rights to EmRede: the rights of first publication and the permission for EmRede to redistribute this article and its metadata to indexing and reference that its editors deem appropriate. By virtue of appearing in this public access magazine, the articles are free to use by the authors, with attributions that allow distribution, remix, adaptation and creation based on your work, even for commercial purposes, as long as due credit is given for the original creation to EmRede Journal.
Creative Commons License - Attribution 4.0 International (CC-BY).