Jornada ao Virtual: o design de um framework para desenvolvimento de objetos de aprendizagem em realidade virtual na modalidade fotografia em 360°
Data
2022-12-07
Autores
Cilli, Thaís Lari Braga
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O desenvolvimento de objetos em realidade virtual, especialmente na modalidade fotografia em 360° é, teoricamente, de fácil execução. Com pouco investimento, utilizando um smartphone com câmera e alguns recursos digitais, é possível desenvolver objetos de aprendizagem nessa modalidade. Porém, mesmo assim, não é comum ver docentes desenvolverem materiais didáticos utilizando esse recurso. Embora seja possível considerar que o problema esteja na tecnologia, a baixa adesão de docentes a esse tipo de material também pode ser causada pelo desconhecimento do caminho que se deve percorrer para desenvolver objetos interessantes, interativos e conectados com o objetivo de aprendizagem. Em investigação realizada nesta pesquisa, constatou-se que existe interesse por parte de docentes e discentes nesse tipo de produto didático, mas sua utilização está limitada ao que já existe, ou seja, ao que outras pessoas criaram. Seria viável desenvolver um framework que se utilize de princípios de design para auxiliar docentes a criarem seus próprios objetos de aprendizagem em realidade virtual na modalidade fotografia em 360°? Objetivando-se a elaboração de uma metodologia para desenvolvimento de objeto de aprendizagem nessa modalidade, realizou-se o levantamento de premissas de mecânicas de jogos, narrativas por meio de storytelling e a teoria rizomática deleuziana, além de conceitos voltados para educação, objetos de aprendizagem, letramento digital e objetivos de aprendizagem diagnosticados pela Taxonomia de Bloom. Para interpretar a metodologia em um framework, premissas do Design de Interface e Learning Design possibilitaram a elaboração da ‘Jornada ao Virtual’, um guia para docentes que os possibilita tentar desenvolver seu próprio objeto de aprendizagem em realidade virtual na modalidade fotografia em 360°.
The development of objects in virtual reality, especially in the form of 360° photographic visualization, is, theoretically, easy to execute. With little investment, using a smartphone with a camera and some digital resources, it is possible to develop objects in this modality. However, even so, it is not common to see teachers develop educational materials using this resource. Although it is possible to consider that the problem lies in the technology, the low adherence of teachers to this type of material can also be caused by the lack of knowledge of the path that must be taken to develop interesting interactive objects that are connected to learning objective. In the investigation carried out in this research, it was found that there is interest on the part of teachers and students in this type of didactic product, but its use is limited to what already exists, that is, to what other people have developed. Would it be feasible to develop a framework that uses design principles to help teachers create their own virtual reality learning objects in 360° photography? Aiming at the elaboration of a methodology for developing a learning object in this modality, a survey was carried out on the assumptions of game mechanics, narratives through storytelling and the Deleuzian rhizomatic theory, in addition to concepts aimed at education, learning objects, digital literacy and learning objectives diagnosed by Bloom's Taxonomy. In order to interpret the methodology into a framework, premises of interface design and Learning Design enabled the creation of the 'Journey to Virtual', a guiding material for teachers that enables them to try to develop their own learning object in virtual reality in 360° photography modality.
The development of objects in virtual reality, especially in the form of 360° photographic visualization, is, theoretically, easy to execute. With little investment, using a smartphone with a camera and some digital resources, it is possible to develop objects in this modality. However, even so, it is not common to see teachers develop educational materials using this resource. Although it is possible to consider that the problem lies in the technology, the low adherence of teachers to this type of material can also be caused by the lack of knowledge of the path that must be taken to develop interesting interactive objects that are connected to learning objective. In the investigation carried out in this research, it was found that there is interest on the part of teachers and students in this type of didactic product, but its use is limited to what already exists, that is, to what other people have developed. Would it be feasible to develop a framework that uses design principles to help teachers create their own virtual reality learning objects in 360° photography? Aiming at the elaboration of a methodology for developing a learning object in this modality, a survey was carried out on the assumptions of game mechanics, narratives through storytelling and the Deleuzian rhizomatic theory, in addition to concepts aimed at education, learning objects, digital literacy and learning objectives diagnosed by Bloom's Taxonomy. In order to interpret the methodology into a framework, premises of interface design and Learning Design enabled the creation of the 'Journey to Virtual', a guiding material for teachers that enables them to try to develop their own learning object in virtual reality in 360° photography modality.
Descrição
Palavras-chave
Design digital, Realidade virtual, Objeto de aprendizagem, Storytelling, Educação, Digital design, Virtual reality, Learning object, , Education