Análise da evolução do uso das tecnologias imersivas no Encontro Nacional de Pesquisa em Educação em Ciências

Abstract

This work examines the temporal evolution of virtual reality (VR) and augmented reality (AR) technologies presented at the National Meeting for Research in Science Education (ENPEC). VR creates three-dimensional simulated environments, offering multisensory experiences through specific devices, while AR, superimposed on the real world, enhances user interaction. This investigation is a bibliographical study that aimed to gather, from the ENPEC proceedings, texts referring to VR and AR immersive technologies. The methodological structure of this study was designed based on the guidelines presented in Snyder's work (2019) for a semisystematic review. For this analysis, we adopted the theoretical and methodological propositions of Lima and Mioto (2007), as well as the Content Analysis proposed by Bardin (2011). ENPEC plays a vital role in presenting and discussing recent research and trends in science education, including the use of immersive technologies. VR and AR, when integrated into education, can enhance students' understanding, especially of complex scientific concepts, by providing interactive and visual experiences. However, the implementation of these technologies faces challenges related to infrastructure and device costs, as well as the need to align content development with pedagogical principles. The research demonstrated that the VR and AR theme only began to be presented at the event in 2005 and that the production related to this theme has been limited and irregular, with an absence in the first editions, but with progressive growth. It was also possible to verify that AR is the most utilized immersive technology in the works. We identified that the authors consistently showed that the use of VR and AR in science teaching can yield substantial benefits, corroborating what is observed in the most current literature. The research aimed to identify trends, challenges, and prospects of these technologies in Brazilian science education. The analysis aimed to contribute to advancing knowledge about the use of immersive technologies in science education in Brazil, fostering innovative educational practices, and promoting an informed debate on the topic among teachers.