Name: Frederico Rosetti Chisté
Type: MSc dissertation
Publication date: 29/08/2017
Advisor:

Namesort descending Role
Thiéberson da Silva Gomes Advisor *

Examining board:

Namesort descending Role
Flavio Gimenes Alvarenga Internal Examiner *
Rodrigo Marques Almeida da Silva External Examiner *
Thiéberson da Silva Gomes Advisor *

Summary: Teaching Physics is a difficult activity form many reasons and one of them is the
poor ability of the students to realize Physics’ concepts. To overcome that problem, it
is common to take in hands recourses like static images and videos. The former
option falls into the static paradigm that cannot resolve the need for abstraction
ability, demanding from the student to mentally simulate dynamic phenomena.
Although, the second option is a good alternative for allows visualization of dynamic
phenomena. However, such recourses had no possibilities to students interact with
them. Nowadays, a very viable solution for this problem could come from the
Computer Graphic simulations, that provide a much visualization of phenomena as
interaction between students and the models. The main objective of this work is to
develop an Instructional Material that allows integrating Computer Simulation,
specifically Computer Graphic through Augmented Reality, in the educational
context. To accomplish the objective, it was developed an Android mobile application
called ARForces that shows, on the screen, the Normal Force vector, Gravitational
Force vector and Frictional Force vector acting on bodies. It was also developed an
Instructional Material to leads students to learn about mechanics forces with the aid
of the app ARForces. One of the aims of that material was to decrease difficulties of
using the app, thus there was previous dialog sessions to know about the students’
abilities and knowing about technology. After that, it was designed the instructional
material potentially meaningful and adequate to the students’ profile. That allows
students investigate, with the app, the behavior of main forces of the mechanics
content, through vector visualization. Data analysis shows that the app led students
to improve their own concepts about both vectors and mechanics forces. Besides, the
instructional material was able to integrate the app ARForces in the context of the
physics classroom.

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