Integrar a realidade aumentada na educação física: um estudo comparativo entre os métodos de aprendizagem tradicionais e assistidos por tecnologia
DOI:
https://doi.org/10.47197/retos.v69.114639Palavras-chave:
Realidade aumentada, educação física, aprendizagem cognitiva, aprendizagem afetiva, competências psicomotoras, tecnologia educativaResumo
Introdução: O uso da tecnologia na educação física é cada vez mais reconhecido pelo seu potencial para melhorar o envolvimento dos alunos e os resultados de aprendizagem. A Realidade Aumentada (RA) oferece experiências de aprendizagem imersivas e interativas que podem melhorar o desenvolvimento cognitivo, afetivo e psicomotor.
Objectivo: Este estudo teve como objectivo analisar o impacto da aprendizagem baseada em RA na compreensão cognitiva, motivação e desempenho motor em alunos do ensino secundário.
Metodologia: Foi utilizado um desenho experimental verdadeiro com pré-teste-pós-teste e grupo de controlo, envolvendo 64 alunos (M = 14,0 anos, DP = 1,2), seleccionados por amostragem aleatória por conglomerados. Os participantes foram divididos num grupo experimental (aprendizagem baseada em RA) e num grupo de controlo (aprendizagem tradicional). Os resultados de aprendizagem foram avaliados através de testes cognitivos validados, do Questionário de Motivação para a Aprendizagem em Educação Física (PE-LMQ) e de avaliações padronizadas das competências psicomotoras.
Discussão: Os resultados mostraram que os alunos do grupo de RA apresentaram melhorias significativamente maiores em todos os domínios. Os escores cognitivos aumentaram 23,7 pontos contra 12,5 no grupo controlo (t = 6,375, p < 0,001). As melhorias afetivas incluíram motivação (+0,9 vs. +0,6), participação (+0,8 vs. +0,5) e atitude (+0,7 vs. +0,4), todas estatisticamente significativas (p < 0,01). As melhorias psicomotoras incluíram a melhoria no manuseamento da bola (-2,2 s vs. -1,1 s), no passe e na receção (+2,5 vs. +1,3 s) e na precisão dos lançamentos (+23,8% vs. +13,1%), com p < 0,001.
Conclusão: A aprendizagem baseada em RA demonstrou ser mais eficaz do que os métodos tradicionais na melhoria da compreensão, motivação e capacidades motoras. A sua integração no currículo de educação física é recomendada para promover uma aprendizagem inovadora e significativa.
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Direitos de Autor (c) 2025 Rifqi Festiawan, Wawan Sundawan Suherman, Tri Ani Hastuti, Eko Sumanto, Idah Tresnowati, Gilang Nuari Panggraita, Syahrir Syahrir, Taufik Rahman, Eko Prabowo, Muchtar Hendra Hasibuan
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