GeometriRA: proposta didática unindo realidade aumentada, materiais manipuláveis, ludicidade e gamificação para o Ensino Fundamental

Abstract

Technology has advanced vertiginously in the last decades. Many times, the monetary and intellectual capacity to use and acquire the resources resulting from this advance do not keep up with the pace. In the context of education it is not different, technology is increasingly present and necessary in such process. However, the use of technology must be well planned so that it can produce the best possible results. In this sense, this research aimed to investigate how a didactic proposal based on gamification and Augmented Reality (AR) can contribute to the teaching and learning of geometry. To this end, the question that guided the investigation was: What is the potential of a didactic proposal developed from the ideas of gamification and AR in the teaching and learning of geometry? To make this investigation possible, an AR application was produced united to an educational proposal based on the use of manipulative teaching materials, playfulness and gamification that seeks to provide greater meaning to the use of technology in the educational context. In order to give more support and triangulation of the data, its application occurred in three different scenarios: in a class of undergraduates, in a class of master's students, and in a real classroom context with four classes, two of 6th and two of 7th grade of elementary school. The research has shown that the tool is viable and has an even wider range of possibilities for performance in other learning contexts. By using Grounded Theory (GT) as a methodological approach, we sought to reach the perception of teachers/future teachers about the tool in order to demonstrate the various possibilities of its use, so that, in future studies, the influence of the tool and didactic proposal on the learning of students who participate in this experience can be investigated.