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Advisor(s)
Abstract(s)
Esta dissertação investiga a perceção dos professores das escolas públicas da Área Metropolitana do Porto em relação à utilização da Realidade Aumentada (RA) e ao seu potencial pedagógico no processo de ensino e aprendizagem. O estudo, de natureza quantitativa, descritiva e exploratória, envolveu 116 professores selecionados por amostragem aleatória simples, utilizando um questionário baseado nos itens estruturantes do instrumento de recolha de dados desenvolvido por Marín-Díaz et al. (2022). A avaliação rigorosa do instrumento de medida garantiu a qualidade e a confiabilidade dos dados. Os resultados indicam uma perceção favorável dos docentes em relação às potencialidades educativas da RA, evidenciando a sua capacidade de enriquecer as metodologias de ensino e promover abordagens mais interativas. A RA é reconhecida por criar experiências de aprendizagem imersivas e favorecer metodologias ativas. No entanto, ainda não desempenha um papel significativo na promoção de valores educativos conforme estabelecido no Perfil do Aluno à Saída da Escolaridade Obrigatória. As variáveis pessoais e profissionais dos professores não influenciam as perceções sobre a RA, apontando para um consenso na sua valorização pedagógica. Embora a RA seja vista como uma importante aliada na promoção da diversidade e inclusão, a perceção sobre o seu impacto na educação intercultural foi menos positiva. A formação contínua em RA demonstrou um impacto favorável nas competências tecnológicas, mas não resultou em mudanças significativas na perceção global sobre esta tecnologia. A pesquisa destaca a importância do suporte técnico e do desenvolvimento de recursos em RA, sublinhando também a necessidade de uma investigação mais aprofundada sobre a formação docente e o desenvolvimento de recursos didáticos apropriados.
This dissertation investigates the perception of public school teachers in the Porto Metropolitan Area regarding the use of Augmented Reality (AR) and its pedagogical potential in the teaching and learning process. The study, which is quantitative, descriptive and exploratory in nature, involved 116 teachers selected by simple random sampling, using a questionnaire based on the structuring items of the data collection instrument developed by Marín-Díaz et al. (2022). The rigorous evaluation of the measuring instrument guaranteed the quality and reliability of the data. The results indicate a favourable perception among teachers of AR's educational potential, highlighting its ability to enrich teaching methodologies and promote more interactive approaches. AR is recognised for creating immersive learning experiences and favouring active methodologies. However, it does not yet play a significant role in promoting educational values as set out in the Profile of the Student Leaving Compulsory Schooling. Teachers' personal and professional variables do not influence their perceptions of AR, pointing to a consensus on its pedagogical value. Although AR is seen as an important ally in promoting diversity and inclusion, perceptions of its impact on intercultural education were less positive. Continuous training in AR showed a favourable impact on technological skills, but did not result in significant changes in the overall perception of this technology. The research highlights the importance of technical support and the development of AR resources, and also emphasises the need for more in-depth research into teacher training and the development of appropriate teaching resources.
This dissertation investigates the perception of public school teachers in the Porto Metropolitan Area regarding the use of Augmented Reality (AR) and its pedagogical potential in the teaching and learning process. The study, which is quantitative, descriptive and exploratory in nature, involved 116 teachers selected by simple random sampling, using a questionnaire based on the structuring items of the data collection instrument developed by Marín-Díaz et al. (2022). The rigorous evaluation of the measuring instrument guaranteed the quality and reliability of the data. The results indicate a favourable perception among teachers of AR's educational potential, highlighting its ability to enrich teaching methodologies and promote more interactive approaches. AR is recognised for creating immersive learning experiences and favouring active methodologies. However, it does not yet play a significant role in promoting educational values as set out in the Profile of the Student Leaving Compulsory Schooling. Teachers' personal and professional variables do not influence their perceptions of AR, pointing to a consensus on its pedagogical value. Although AR is seen as an important ally in promoting diversity and inclusion, perceptions of its impact on intercultural education were less positive. Continuous training in AR showed a favourable impact on technological skills, but did not result in significant changes in the overall perception of this technology. The research highlights the importance of technical support and the development of AR resources, and also emphasises the need for more in-depth research into teacher training and the development of appropriate teaching resources.
Description
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Realidade aumentada Ensino-aprendizagem Competências digitais Tecnologias digitais Percepção dos professores Dissertações de mestrado - 2025