Realidade aumentada: um estudo em instituições de ensino superior do estado do Amazonas

Abstract

Throughout the years, technological advancements, known as Industrial Revolutions, have been pivotal in driving global industrialization. Industry 4.0, which began gaining prominence in 2011 in Germany, represents an evolution of industrial automation by integrating innovative technologies across various sectors of the economy, including education. This modification of teaching methods offers opportunities to enhance the teaching and learning process, especially through the application of augmented reality. In this regard, the objective of the present study was to evaluate the use of augmented reality from the perspective of educators and students in Higher Education Institutions in the state of Amazonas. To achieve this, a qualitative exploratory research approach was employed, based on field research through semi-structured interviews grounded in the Evaluation Model of Mobile Augmented Reality Educational Approaches (MAREEA). Content analysis demonstrated that augmented reality has been applied for the improvement and refinement of the educational process, particularly in technological education, social education, and inclusive education. However, it was noted that this Industry 4.0 enabling technology is not yet widely disseminated in Higher Education, indicating significant gaps to be filled, highlighting a substantial need for investments in both technological infrastructure and the training of education professionals to fully explore the tool's potential.