Resumo

BASSANI, Patrícia Scherer. Augmented reality practices in school settings: learning experiences in hybrid spaces. Rev. Diálogo Educ. [online]. 2019, vol.19, n.62, pp.1174-1198.  Epub 30-Jan-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.062.ds13.

Augmented reality technologies allow experiences in hybrid spaces, which means spaces that mix the physical and the virtual through three-dimensional representations. This study aims to present educational practices developed in the school context using augmented reality technologies and to reflect on the involvement and participation of students in the creation of these hybrid spaces. The study has an applied and qualitative approach and is based on the Cartography method. The data were produced in the context of the project “Ambientes de aprendizagem na web” (Learning environments on the web) developed at Feevale University. During 2017 and 2018, nine educational practices were proposed and developed using Quiver and HP_Reveal applications. The practices were analyzed based on three categories of participation: passive, active, and perceptive. In the passive participation category, the spectator observes and explores the work; in the active participation the spectator becomes part of the work, exploring and intervening, in order to collaborate with this work’s construction; in the perceptive participation, the viewer and the author establish a reciprocal relationship, based on interactivity, which may be imposed through computational interfaces. Results show that the augmented reality learning experiences developed allowed the immersion of the subject / student in the hybrid space through active and perceptive participation practices.

Palavras-chave : Educational Technology; Augmented reality; Teacher training.

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