Eficácia da aprendizagem invertida e realidade aumentada na nova normalidade educacional da era Covid-19
DOI:
https://doi.org/10.35699/1983-3652.2021.34260Palavras-chave:
TIC, Aprendizagem invertida, Realidade aumentada, Metodologias ativas, Tecnologia educativaResumo
A aprendizagem invertida e a realidade aumentada tornaram-se duas propostas didáticas emergentes hoje no campo da educação. O objetivo do estudo é analisar a eficácia da aprendizagem invertida e da realidade aumentada nas várias dimensões relacionadas com o processo de aprendizagem. Para isso, foi realizado um desenho quase experimental em uma amostra de 116 alunos espanhóis do terceiro nível do ensino médio. Os dados foram coletados por meio de questionário. Os resultados mostram que há uma alta avaliação pelos alunos de ambas as experiências educacionais, embora existam diferenças em várias dimensões. Aqueles que receberam ensino com base na aprendizagem invertida mostram significados nas dimensões professor-aluno, autonomia, aprofundamento e tempo de aula. Por outro lado, aqueles que desenvolveram a experiência com a realidade aumentada mostram significância nas dimensões motivação, aluno-conteúdo, aluno-aluno e resolução. Concluindo, tanto a aplicação de uma metodologia emergente baseada na aprendizagem invertida quanto o uso de tecnologia educacional com realidade aumentada contribuem positivamente para a otimização dos processos de aprendizagem em aulas de Matemática.
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