THE USE OF AUGMENTED REALITY IN PEDAGOGICAL PRACTICES IN THE AREAS OF SCIENCES AND LETTERS

AN SYSTEMATIC LITERATURE REVIEW

Abstract

This article presents a Systematic Literature Review (RSL) that aimed to investigate how Augmented Reality (AR) was applied in pedagogical practices in the areas of Science and Letters. The RSL had as its database the Theses and Dissertations Portal of the Higher Education Improvement Coordination (CAPES), search strings were not considered, as well as the period of time that was considered (2010 to mid 2021). In addition, research questions that guide the work and also inclusion and exclusion criteria were elaborated. A total of eighteen works were found between theses and dissertations, being: six on the relationship between teaching / learning and AR; eight on the relationship between science teaching and AR; and finally, four works that bring the relationship between the Area of ​​Letters and the use of AR. The results showed that there is a large disparity in the number of works in AR that are directed to Science and Letters, thus showing that technologies are more present in areas considered more "practical", while areas that are more theoretical fall, many sometimes in traditional ways of teaching.