Virtual reality in the classroom: geography teaching practice

DOI: https://doi.org/10.26895/geosaberes.v10i22.814

Abstract

21st century society is marked by technological advances. They transform and alter social relations in spacetime, especially in the work category. And considering the explosion of the use of Virtual Reality - technology that simulates real reality emerging who uses it in an immaterial reality - in several areas. We may ask: how important is the use of Virtual Reality (VR) technology in the teaching of geography? The aim of this study is to analyze the socio-educational effects of using VR technology as a didactic resource for the practice and teaching of geography. For didactic production we work the social and environmental conflicts and what it is to be indigenous in Brazil in the 21st century. Among the results stand out greater engagement and empathy for content and geographical science.

Author Biographies

Matheus José dos Santos Trindade, Federal University of Sergipe (UFS), Brazil

Graduando em Geografia da Universidade Federal do Sergipe (UFS).

Cristiano Aprígio dos Santos, Federal University of Sergipe (UFS), Brazil

Professor do curso de Graduação em Geografia da Universidade Federal do Sergipe (UFS).

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Published
01/09/2019
How to Cite
TRINDADE, Matheus José dos Santos; SANTOS, Cristiano Aprígio dos. Virtual reality in the classroom: geography teaching practice. Geosaberes, Fortaleza, v. 10, n. 22, p. 72 - 80, sep. 2019. ISSN 2178-0463. Available at: <http://geosaberes.ufc.br/geosaberes/article/view/814>. Date accessed: 20 apr. 2024. doi: https://doi.org/10.26895/geosaberes.v10i22.814.
Citation Formats
Issue
Vol 10 No 22 (2019): Sept - Dec
Section
ARTICLES
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