| Texto completo | |
| Autor(es): |
Avellar, Gustavo Martins Nunes
;
Fioravanti, Maria Lydia
;
William, Simao de Deus
;
Branco, Kalinka Regina Lucas Jaquie Castelo
;
Barbosa, Ellen Francine
Número total de Autores: 5
|
| Tipo de documento: | Artigo Científico |
| Fonte: | EDUCATION AND INFORMATION TECHNOLOGIES; v. 29, n. 13, p. 29-pg., 2024-02-09. |
| Resumo | |
High-resolution displays on mobile devices, accurate motion sensors, and efficient mobile processors have taken virtual reality (VR), essentially employed in laboratory, to everyday environments, including homes, workplaces, and classrooms. Regarding programming education, it has been investigated in conjunction with various educational strategies, such as block-based programming (BBP), metaphors, and storytelling. However, studies that adopt VR predominantly employ high-end head-mounted displays (HMDs) and powerful computers to deliver interactive and immersive learning experiences. Conversely, investigations involving mobile platforms and low-cost HMDs often lack user interactivity. Towards filling that gap, this study introduces SSPOT-VR (Space Station for Programming Training in Virtual Reality), a cost-effective solution tailored for children and teenagers that integrates interactive methods for the teaching and learning of programming concepts and the simulated experience of an immersive digitally created world. Three surveys, namely S1\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_1$$\end{document}, S2\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_2$$\end{document} and S3\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_3$$\end{document}, involving SSPOT-VR and K-12 students were conducted. S1\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_1$$\end{document} and S2\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_2$$\end{document} focused on user acceptance (n1=124\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$n_1=124$$\end{document} and n2=16\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$n_2=16$$\end{document}) and S3\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_3$$\end{document} centered on knowledge retention (n3=31\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$n_3=31$$\end{document}). The results indicate students are inclined to accept SSPOT-VR as a valuable educational tool, since it effectively facilitates the retention of programming knowledge through its engaging and interactive learning experiences. By choosing more cost-effective equipment, this research supports the existing body of knowledge while also providing a detailed description of how an effective solution is designed, developed, and used. The approach enhances both affordability and potential applications of immersive VR in programming education. (AU) | |
| Processo FAPESP: | 18/26636-2 - Engenharia de Software e Tecnologias Educacionais: Estabelecendo Mecanismos de Apoio ao Ensino e Aprendizagem |
| Beneficiário: | Ellen Francine Barbosa |
| Modalidade de apoio: | Auxílio à Pesquisa - Regular |
| Processo FAPESP: | 19/26871-4 - Apoio à Recuperação de Recursos Educacionais Abertos para o Ensino de Programação |
| Beneficiário: | William Simão de Deus |
| Modalidade de apoio: | Bolsas no Brasil - Doutorado |