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Relação entre Mobile Learning e Realidade Aumentada (RA): articulações e fatores de engajamento por parte do usuário – uma revisão integrativa

Relationship between Mobile Learning and Augmented Reality (AR): articulations and user engagement factors – an integrative review

Puppi, Maicon Bernert ; Fadel, Luciane Maria ;


A tecnologia de Realidade Aumentada (RA) aplicada ao processo de mobile learning é um fenômeno que tem se ampliado no contexto educacional. No entanto, sabe-se pouco sobre como ocorre o engajamento do usuário em atividades desse fenômeno. O objetivo desse trabalho é fazer uma análise do estado da arte dessa relação (RA + m-learning + engajamento do usuário). Para tanto, utilizou-se o método de Revisão Integrativa (RI), através de um modelo proposto. Verifica-se um conjunto de efeitos de uso no aprendiz em m-learning com RA, entre os quais ressaltam-se o "prazer", o "entusiasmo" e a "curiosidade". Impactos como a "gestão de diálogo", "de tempo" e "a melhora no agrupamento de informações" também foram observados. Através da análise dos artigos foram elencados modos de articulação entre m-learning e RA, além de fatores para o engajamento do usuário. Como conclusão, destacam-se a importância da compreensão do fator "engajamento" no processo tecnológico-educacional. O valor do designer da informação como agente de ponderação na real necessidade (ou não) de se aplicar uma nova tecnologia de RA, ainda em desenvolvimento, numa abordagem educacional móvel, também deve ser salientado. Futuras pesquisas podem se voltar ao aprimoramento do modelo de RI desenvolvido, bem como à aplicação do levantamento em projetos teórico-práticos envolvendo RA + m-learning, como ensaios com o usuário.


The Augmented Reality (AR) technology applied to the mobile learning process is a phenomenon that has been expanding in the educational context. Likewise, little is known about how user engagement occurs in activities of this phenomenon. Main goal of this work is analyzing state-of-the-art of this relationship (AR + m-learning + user engagement). For this purpose, we use the Integrative Review (IR) method, through a proposed model. There is a set of use effects on the learner in m-learning with AR, among which "pleasure", "enthusiasm" and "curiosity" stand out. Impacts such as "dialog management", "time management" and "improvement in information grouping" were also verified. Through paper’s analysis, modes of articulation between m-learning and AR were listed, as well as factors for user engagement. In conclusion, we highlight the importance of understanding the "engagement" factor in technological-educational process. Value of the information designer as a balancing agent in the real need (or not) to apply a new AR technology, still under development, in a mobile educational approach, should also be highlighted. Future research may focus on improving the developed integrative review model, as well as applying these results in theoretical-practical projects involving RA+ m-learning, such as user tests.

Palavras-chave: mobile learning, realidade aumentada, engajamento, revisão integrativa,

Palavras-chave: mobile learning, augmented reality, engagement, integrative review,

DOI: 10.5151/cidiconcic2023-44_652526

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Como citar:

Puppi, Maicon Bernert; Fadel, Luciane Maria; "Relação entre Mobile Learning e Realidade Aumentada (RA): articulações e fatores de engajamento por parte do usuário – uma revisão integrativa", p. 686-703 . In: . São Paulo: Blucher, 2024.
ISSN 2318-6968, DOI 10.5151/cidiconcic2023-44_652526

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