Main Article Content
With the integration of technology in the educational area, use of virtual learning environments has allowed the adoption of new practices and forms of learning. Areas like Science has an interesting field of research involving the use of Virtual worlds, being possible to integrate virtual tasks with the practical work carried out in the real world, providing features such as immersion, interactivity, virtual reality, collaboration and visualization of phenomena through animated 3D objects. This article presents a virtual world composed of three laboratories for teaching Science in elementary education, whose objective is to demonstrate how it can assist educators in the process of teaching, mixing activities of the real and virtual world. OpenSim was used for the development of the virtual world, which has several types of educational content in the format of videos, slides, texts, questions and 3D simulations of practical experiments. These prototype were tested and validated by pre-service teachers of Science in a federal institution, with the objective of evaluate the benefits and difficulty involving this approach and the resources available in this environment. The results demonstrated a wide acceptance and satisfaction in using this virtual world, showing that the users felt motivated to use in their pedagogical practice and believe that it can assist students in their learning process.
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
B. G. Avila, L. M. R.Tarouco, L. M. Passerino & P. Guterer. Autoria nos Mundos Virtuais: um novo desafio ao docente. Revista Novas Tecnologias na Educação, v. (12), nº (2), p. 1-10, 2014.
M. K. Chang, & M. S. P. Law. Factor Structure for Young’s Internet Addiction Test: a confirmatory study. Computer in Human Behavior, v. (24), n. (6), p. 2597–2619, 2008.
C. M. Christensen, M. B. Horn, & H. Staker. Ensino Híbrido: uma Inovação Disruptiva? Uma introdução à teoria dos híbridos. In Clayton Christensen Institute, p. 1-52, 2016.
L. J. Cronbach. Coefficient alpha and the internal structure of tests. Psychometrika, v. (16), n. (3), p. 1-38, 1951.
S. Fernandes, R. Antonello, J. Moreira & C. Kamienski. Traffic Analysis Beyond This World: the Case of Second Life. In NOSSDAV’07, Urbana, Illinois USA, p. 1-7, 2007.
M. Fullan, M. The new pedagogy: Students and teachers as learning partners. LEARNing Landscapes, v. (6), n. (2), p. 23-29, 2013.
D. George, P. Mallery. SPSS for Windows step by step: A simple guide and reference, 11.0 update, 2003.
L. K. Greis, E. B. Reategui & T. B. I. Marques. Um Simulador de Fenômenos Físicos para Mundos Virtuais. Revista Latinoamericana de Tecnología Educativa, V. (12), n. (1), p. 51-62, 2013.
H. R. M. Hora, G. T. R. Monteiro & J. Arica. Confiabilidade em Questionários para Qualidade: Um Estudo com o Coeficiente Alfa de Cronbach. Produto & Produção, v. (11), n. (2), p. 85–103, 2010.
L. Jacka. Virtual worlds in pre-service teacher education: The introduction of virtual worlds in preservice teacher education to foster innovative teaching-learning processes. Tese de Doutorado, Southern Cross University, p. 1-304, 2015.
C. M. Johnson, A. Vorderstrasse, R. Shaw. Virtual Worlds in Health Care Higher Education. Journal of Virtual Worlds Research, v. (2), n. (2), p. 1–12, 2009.
E. Kozlovsky & H. Kravtsov. Virtual Laboratory for Distance Learning: Conceptual Design and Technology Choices. In ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer (ICTERI), p. 116-125, 2011.
I. C. Laranjeiras, K. S. L. S. Albuquerque & M. G. M. S. Fontes. Methodology of Scientific Research Beyond Academic Life: Assessment of Students and Professionals Formed about their applicability inProfessional Life. ReAC – Revista de Administração e Contabilidade. Faculdade Anísio Teixeira (FAT), Feira de Santana-Ba, v. (3), n. (1), p. 19-31, 2011.
R. Likert. A technique for the measurement of attitudes. Archives of Psychology, p. 1-53, 1932.
M. Limniou, D. Roberts & N. Papadopoulos. Full immersive virtual environment CAVETM in chemistry education. Computers & Education, v. (51), n (2), p. 584–593, 2008.
N. Malhotra. Pesquisa de Marketing: uma orientação aplicada. Porto Alegre: Bookman, p.1-719, 2011.
G. E. Marsh, A. C. Y Mcfadden, & B. Price. Blended Instruction: Adapting Conventional Instruction for Large Classes. Journal of Distance Learning Administration, v. (4), n. 4, Winter 2003, p. 1-8, 2003.
Z. Merchant, E. T. Goetz, W. Keeney-Kennicutt, O. Kwok, L. Cifuentes & T. J. Davis. The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, v. (59), p. 551–568, 2012.
B. C. Nelson; B. E Erlandson. Design for Learning in Virtual Worlds. Taylor and Francis, p. 1-240, 2012.
F. B. Nunes, F. Herpich, L. M. R. Tarouco & J. V. De Lima. Monitoramento e Avaliação de Estudantes em Mundos Virtuais. Revista Novas Tecnologias na Educação, v. (14), n. (1), p. 1-10, 2016a.
F. B. Nunes, F. Herpich, G. B. Voss, R. D. Medina, J. V. De Lima & L. M. R. Tarouco. Laboratório Virtual de Química: uma ferramenta de estímulo à prática de exercícios baseada no Mundo Virtual OpenSim. In III Congresso Brasileiro de Informática Na Educação - XXV Simpósio Brasileiro de Informática Na Educação, p. 712–721, 2014.
F. B. Nunes, F. Herpich, M. C. Zunguze & J. V. De Lima. Utilização do Mastery Learning em sala de aula: uma abordagem integrada aos Mundos Virtuais. In XXXVI Congresso da Sociedade Brasileira de Computação - Workshop sobre Educação em Computação (WEI), p. 2442-2451, 2016b.
F. B. Nunes, F. Herpich, L. N. Paschoal, J. V. Lima, L. M. R. Tarouco. (2016c). Systematic Review of Virtual Worlds applied in Education. In Anais do XXVII Simpósio Brasileiro de Informática na Educação, p. 657–666.
I. Oliver, C. Allison & A. Miller. Traffic Management for Multi User Virtual Environments, PGNet, p. 1-6, 2009.
G. B. Orgaz, M. D. Moreno, D. Camacho & D. F. Barrero. Clustering avatars behaviours from virtual worlds interactions. In Proceedings of the 4th International Workshop on Web Intelligence & Communities, New York, USA: ACM Press, p. 1-7, 2012.
A. G. Pardo, A. Rosa, D. Camacho. Behaviour-based identification of student communities in Virtual Worlds. Computer Science and Information Systems, v. (11), n. (1), p. 195–213, 2014.
A. Peachey, G. Withnail & N. Braithwaite. Experimentation not simulation: learning about physics in the virtual world. In: DeCoursey, Christina and Garrett, Shana eds. Teaching and Learning in Virtual Worlds. Oxford: Inter-Disiplinary Press, p. 191–216, 2014.
V. Potkonjaka, M. Gardner, V. Callaghan, P. Mattila, C. Guetl, V. M. Petrović & K. Jovanović. Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, V. (95), p. 309–327, 2016.
F. S. Sgobbi, F. B. Nunes, A. S. Bos, G. Bernardi & L. M. R. Tarouco. Interação com artefatos e personagens artificiais em mundos virtuais. In III Congresso Brasileiro de Informática Na Educação(CBIE) - XXV Simpósio Brasileiro de Informática Na Educação (SBIE), p. 642–651, 2014.
E. A. Shudayfat, F. Moldoveanu, A. Moldoveanu, A. Grădinaru & M. Dascălu. 3d game-like virtual environment for chemistry learning. U.P.B. Sci. Bull., Series C, v. 77, n. 1, p. 1-12, 2015.
J. Sweller. Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, v. (4), p. 295–312, 1994.
H. Tüzün & F. Özdinç. The effects of 3D multi-user virtual environments on freshmen university students’ conceptual and spatial learning and presence in departmental orientation. Computers & Education, v. (94), p. 228–240, 2016.
P. Twining, J. Raffaghelli, P. Albion & D. Knezek. Moving education into the digital age: The contribution of teachers' professional development. Journal of Computer Assisted Learning, v. (29), n. (5), p. 426-437, 2013.
C. Valente & J. Mattar. Second Life e web 2.0 na educação: o potencial revolucionário das novas tecnologias. São Paulo, Brasil: Novatec Publisher, p. 280, 2007.
M. Wegener, T. J. Mcintyre, D. Mcgrath & M. Craig. Developing a virtual physics world. Australasian Journal of Educational Technology, v. (28), Special issue (3), p. 504-521, 2012.