A aplicação da realidade aumentada no desenvolvimento da coordenação motora grossa em alunos de educação pré-escolar: uma revisão sistemática

Autores

  • Kartika Rinakit Adhe Universitas Negeri Surabaya
  • Muchamad Arif Al Ardha Universitas Negeri Surabaya https://orcid.org/0000-0002-9192-2072
  • Chung Bing Yang National Dong Hwa University
  • Sauqi Sawa Bikalawan Universitas Negeri Surabaya
  • Andika Bayu Putra Institut Teknologi Bandung
  • Herawati Herawati Universitas Negeri Surabaya
  • Sevesti Violin Wilujeng Herista Universitas Negeri Surabaya

DOI:

https://doi.org/10.47197/retos.v61.110296

Palavras-chave:

digitalização, media de aprendizagem, pré-escolar, desenvolvimento infantil

Resumo

O desenvolvimento da tecnologia revolucionou o mundo da educação. A Realidade Aumentada (AR) é um dos media que começa a ser desenvolvido para o processo de aprendizagem. A RA tornou-se uma ferramenta potencial para melhorar o processo de aprendizagem das crianças. Este estudo tem como objetivo rever sistematicamente pesquisas anteriores relacionadas com a aplicação da RA no desenvolvimento da motricidade grossa dos alunos da educação pré-escolar. O processo de recolha de dados foi realizado através do método Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), adaptado neste estudo. Os resultados da identificação de cinco bases de dados (SCOPUS, Pubmed, OpenA-lex, Google Scholar e Crossref) obtiveram 2.807 documentos de publicação. Foi realizada uma análise bibliométrica de 1938 artigos elegíveis e selecionados 10 artigos como revisão de literatura. Os resultados da análise bibliométrica apontaram para resultados menos significativos em relação à investigação da RA no desenvolvimento das competências motoras na primeira infância. Contudo, de modo geral, as pesquisas sobre RA na educação infantil têm experimentado um desenvolvimento significativo. É necessário prestar mais atenção e focar-se no desenvolvimento de investigação sobre as competências motoras na primeira infância, integrando a tecnologia de RA. Portanto, as pesquisas sobre a RA na educação de infância não se limitam às capacidades cognitivas, mas também se focam nas capacidades motoras.

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Publicado

2024-11-20

Como Citar

Adhe, K. R. ., Al Ardha, M. A., Yang, C. B. ., Bikalawan, S. S. ., Putra, A. B. ., Herawati, H., & Herista, S. V. W. . (2024). A aplicação da realidade aumentada no desenvolvimento da coordenação motora grossa em alunos de educação pré-escolar: uma revisão sistemática. Retos, 61, 1091–1100. https://doi.org/10.47197/retos.v61.110296

Edição

Vol. 61 (2024)

Secção

Revisões teóricas sistemáticas e/ou metanálises

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Direitos de Autor (c) 2024 Retos

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