Advisor(s)
Abstract(s)
Este artigo apresenta o resultado de uma pesquisa sobre o ambiente metaverso na perspectiva do seu uso educativo, tomando como parâmetros as estruturas de ensino- aprendizagem, exploradas nos Ambientes Virtuais de Ensino-Aprendizagem (AVEA). Esses ambientes são espaços informacionais, com diversas formas de representação da informação, onde são desenvolvidas relações sociais e interações com objetivos de conhecimento. Estes ambientes têm sido utilizados pela escola em abordagens de ensino presencial, a distância e blended learning, bem como, em quase todos os níveis de formação. Como espaço social, o ambiente estrutura o real por meio do virtual. Recentemente tem sido desenvolvido um novo ambiente virtual, cujo conceito remonta a década de 80 do século passado e denominado metaverso nos anos 1990, por Neal Stephenson. Este ambiente propõe um universo paralelo tridimensional a partir do mundo virtual, onde as pessoas desenvolvem todo o tipo de relações, entre as quais se destacam as sociais, económicas, culturais e educativas, fundindo o mundo real e virtual. Para além do contributo indispensável para a reflexão e discussão nas comunidades educativas e científicas, com o desenvolvimento desta pesquisa pretendeu-se contribuir para a atualização e inovação das práticas técnico-pedagógicas dos professores e, consequentemente, para melhoria da qualidade do processo ensino-aprendizagem, contribuindo também para a literacia digital dos estudantes. Partindo destes pressupostos, para a pesquisa foi escolhido um ambiente metaverso disponível no mercado, o qual foi explorado, de forma a identificar suas possibilidades pedagógicas. Adotou-se, portanto, a metodologia de estudo de caso para a identificação das inovações pedagógicas, considerando as contribuições deste ambiente para o processo ensino-aprendizagem. A pesquisa também se classifica como exploratória e descritiva, em virtude da escassez de publicação sobre a temática e por se tratar de um ambiente que poderá ser apropriado para o campo educacional. A recolha de dados partiu do levantamento de material bibliográfico e da exploração do ambiente metaverso. Para as análises dos dados, de natureza qualitativa, estabeleceu três categorias: arquitetura pedagógica, recursos pedagógicos e mediação, as quais depois de analisadas foram descritas. Os resultados preliminares sugerem que o ambiente metaverso constitui-se como uma oportunidade para introduzir inovações técnico-pedagógicas na educação, tornando o processo ensino- aprendizagem mais dinâmico, inclusivo e atraente, motivando os alunos no desenvolvimento das suas aprendizagens.
This article presents the result of a research on the metaverse environment from the perspective of its educational use, taking as parameters the teaching-learning structures, explored in the Teaching-Learning Virtual Environments (AVEA). These environments are informational spaces, with different forms of information representation, where social relationships and interactions with knowledge objectives are developed. These environments have been used by the school in face-to-face, distance and blended learning approaches, as well as in almost all training levels. As a social space, the environment structures the real through the virtual. Recently, a new virtual environment has been developed, whose concept dates back to the 1980 and was called metaverse in the 1990 by Neal Stephenson. This environment proposes a three-dimensional parallel universe starting from the virtual world, where people develop all kinds of relationships, among which the social, economic, cultural and educational ones stand out, merging the real and virtual world. In addition to the indispensable contribution to reflection and discussion in the educational and scientific communities, the development of this research was intended to contribute to updating and innovating the technical-pedagogical practices of teachers and, consequently, to improving the quality of the teaching-learning process, also contributing to students' digital literacy. Based on these assumptions, a metaverse environment available on the market was chosen for the research, which was explored in order to identify its pedagogical possibilities. Therefore, the case study methodology was adopted to identify pedagogical innovations, considering the contributions of this environment to the teaching-learning process. The research is also classified as exploratory and descriptive, due to the scarcity of publications on the subject and because it is an environment that could be appropriate for the educational field. Data collection started from the survey of bibliographic material and the exploration of the metaverse environment. For data analysis, of a qualitative nature, it established three categories: pedagogical architecture, pedagogical resources and mediation, which after being analyzed were described. Preliminary results suggest that the metaverse environment constitutes an opportunity to introduce technical-pedagogical innovations in education, making the teaching-learning process more dynamic, inclusive and attractive, motivating students in the development of their learning.
This article presents the result of a research on the metaverse environment from the perspective of its educational use, taking as parameters the teaching-learning structures, explored in the Teaching-Learning Virtual Environments (AVEA). These environments are informational spaces, with different forms of information representation, where social relationships and interactions with knowledge objectives are developed. These environments have been used by the school in face-to-face, distance and blended learning approaches, as well as in almost all training levels. As a social space, the environment structures the real through the virtual. Recently, a new virtual environment has been developed, whose concept dates back to the 1980 and was called metaverse in the 1990 by Neal Stephenson. This environment proposes a three-dimensional parallel universe starting from the virtual world, where people develop all kinds of relationships, among which the social, economic, cultural and educational ones stand out, merging the real and virtual world. In addition to the indispensable contribution to reflection and discussion in the educational and scientific communities, the development of this research was intended to contribute to updating and innovating the technical-pedagogical practices of teachers and, consequently, to improving the quality of the teaching-learning process, also contributing to students' digital literacy. Based on these assumptions, a metaverse environment available on the market was chosen for the research, which was explored in order to identify its pedagogical possibilities. Therefore, the case study methodology was adopted to identify pedagogical innovations, considering the contributions of this environment to the teaching-learning process. The research is also classified as exploratory and descriptive, due to the scarcity of publications on the subject and because it is an environment that could be appropriate for the educational field. Data collection started from the survey of bibliographic material and the exploration of the metaverse environment. For data analysis, of a qualitative nature, it established three categories: pedagogical architecture, pedagogical resources and mediation, which after being analyzed were described. Preliminary results suggest that the metaverse environment constitutes an opportunity to introduce technical-pedagogical innovations in education, making the teaching-learning process more dynamic, inclusive and attractive, motivating students in the development of their learning.
Description
Keywords
Alunos Ambientes virtuais de ensino-aprendizagem Metaverso Tecnologias digitais
Pedagogical Context
Citation
Costa, José Wilson; Ribeiro, Lenise Maria; Gonçalves, Bruno F. (2023). Possibilidades pedagógicas do metaverso: contributos para a inovação na educação. In Ana García-Valcárcel; Vitor Gonçalves; José António Moreira; Pilar Gutiez Cuevas; Marcos Cabezas-González; Sonia Casillas-Martín; Alién García-Hernández (Eds.) IX Conferencia Ibérica de Innovación en Educación con TIC: Libro de resúmenes. Bragança
Publisher
Instituto Politécnico de Bragança