01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Resultados da Pesquisa
Item Utilização de aplicativos de realidade aumentada para a construção do conhecimento químico(2024-03-08) Melo, Katiuska Genuino de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6359559341539892Digital Information and Communication Technologies (DIT) stand out in the area of Education, contributing to different pedagogical practices, configuring themselves as a viable alternative for teaching and learning processes. Among the various TDIC, Augmented Reality (AR) has stood out in recent years as a promising Digital Teaching Resource. AR is a resource that can be used in chemistry classes, as it is an integration of virtual elements with the real world, becoming a promising resource for the three-dimensional exemplification of complex molecules and atoms, in addition to a variety of possibilities for teaching Chemistry content. The present research aims to develop and use strategies for implementing AR applications in Chemistry Teaching. To this end, qualitative participant research was carried out with first-year high school students to address the subjects: Atomic Models, Periodic Table and Chemical Bonds, developed in four methodological stages. Initially, we sought to analyze the limits and possibilities regarding the use of the Augmented Reality Digital Didactic Resource (RDD) in Chemistry Teaching and then propose teaching strategies based on Active Technological Learning (ATA) which seeks to promote the construction of chemical knowledge through the application of emerging technologies, such as AR applications, as an effective teaching approach. The intervention carried out with the students was also analyzed in order to describe the possible advantages and disadvantages of its use. The results show that the use of AR technology has the capacity to provide a 3D and dynamic view of what students and teachers previously only observed in 2D statically in books and pictures, and can contribute to substantial, differentiated and dynamic learning, awakening the imagination and students' interest when it starts to be used as a digital teaching resource, associated with mobile learning through Active Methodologies.Item Representação virtual para segurança de espaços através de detecção de objetos, pessoas e suas relações(2022-10-07) Torres, Lucas Amorim Vasconcelos; Simões, Francisco Paulo Magalhães; http://lattes.cnpq.br/4321649532287831; http://lattes.cnpq.br/8237338186784482The detection of risk situations is something that has been improved every year. This work presents the prototype of a system for monitoring the risk of accidents in industrial environments based on tracking objects and people using computer vision. In this work, visualization tools are used in virtual environments to detect collisions, verifying when a large object is close to colliding with people. The central idea is to make a spatialanalysis of a tractor, or some object similar to this type of vehicle, and of the people who transit in that place. Through this, it is possible to create visualization methods so that the end user, whether a work safety inspector or an industry 4.0 system, can understand what is happening in the surroundings of the place and the relationships between objects. In addition to viewing distances, the prototype allows changing the distances considered safe between objects and people, making it possible to also test different types of tool configuration.Item Trilhas virtuais de aprendizagem usando A-Frame e ARCore: um estudo comparativo(2023-04-24) Freire, Rubson Hebrain de Lima; Cysneiros Filho, Gilberto Amado de Azevedo; http://lattes.cnpq.br/0534822491953359; http://lattes.cnpq.br/4399026655441639This article presents a comparative study on virtual and augmented reality technologies that can be applied for learning. It is fundamental before using the technologies, to explore with the objective of understanding and knowing how to apply them better. In particular, the study was carried out on A-Frame and ARCore in order to identify how these technologies can contribute to the creation of virtual learning paths. A comparison was made between the characteristics and functionalities of the technologies for the development of virtual learning trails by specialists. A-Frame and ARCore technologies were used to create two virtual track experiments. The experiments were evaluated through questionnaires. In this way, we had a result, which showed that more than 80% of the participants evaluated the project as significant for learning.Item Desenvolvimento de projeto em realidade aumentada para o ensino dos conceitos da cinética química(2021-12-22) Silva, Jobson Albuquerque da; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2128851369408094It is as a result of the development of Digital Information and Communication Technologies (DICT) that today, in the 21st century, several paths can be created in order to enable the construction of knowledge in an educational context. The means by which teaching and learning processes are applied, formerly limited to four walls in traditional and authoritarian teaching, have been acquiring more space in the digital world and this reflects the idea of having a future even more immersed in this scenario. Smartphone apps, for example, are already a reality in education and both teachers and students have been making progress in their use inside and outside the classroom, enabling mobile learning, a very relevant feature in the digital age. That said, this work aimed to develop an app in augmented reality for teaching the concepts of Chemical Kinetics in order to assist, as a digital didactic resource, in educational processes. For its development, paths were sought for a basic training in the area of programming in order to broaden the vision and know which is the best software for app development in augmented reality (AR). The software chosen for the action were Unity and Vuforia, since both allow mutually creating and associating their resources such as graphic assets, markers to be plotted using their coordinates, in addition to operations such as animation, AR association and finally creating apps. Initial tests were carried out by the software used in the work, culminating in the production of two AR experiments using graphical objects from the Unity library, serving as a starting point for building the app as a whole. The proposal for the development of the app in Augmented Reality proved to be quite interesting with regard to innovation for teaching Chemistry, such as the product acquired in this process, having the potential to work in the classroom by both teachers and students.Item Renderização Fotorrealista de Borrões de Movimento para Realidade Aumentada(2019) Borges, Rodrigo Araújo; Lima, João Paulo Silva do Monte; http://lattes.cnpq.br/1916245590298485; http://lattes.cnpq.br/9317820786059760Augmented Reality technology allow us to insert virtual elements in real environmentsviewed in real time through a device of some sort. To make it possible a tracking ofimportant features in the environment is performed, be it by the use of a smartphonecamera or other types of sensors. One of the main focus found in Augmented RealityApplications is providing immersion of the user in that reality, that is, by making theybelieve the artificial elements being viewed are present in the same place as they are. There is a variety of techniques for improving the user immersion in a Augmented Re-ality environmnent, being one of the most common ones the rendering of virtual ele-ments with graphical appearence closer to that of a real world element. In both Com-puter Graphics and Art this style is known as Photorealism. In photorealistic renderingsome aspects are taken into consideration, such as shadows, light refraction and occlu-sion, among others noticeable in the real world. Other than these there are also effectscaused by the means of capture performing the tracking. In the case of digital cameras,a recurring effect is the appearance of blur in moments where an element is moving.To provide an immersive Augmented Reality experience with photorealistic elements itis important that the virtual objects undergo these effects just as the real elements doconstantly, satisfying the real time demand. This work aims to develop a efficient solution for the rendering of photorealistic motionblur in Augmented Reality. Implementing the solution in the game engine Unity allowsfor other future Augmented Reality projects developed in this same engine to benefitfrom its features. A study was made about existing developments in the area of Pho-torrealistic Augmented Reality, and among the ones that offered alternatives for therendering of motion blur, the one with the best shown results was chosen as the basisfor the algorithms in this work. The obtained results were validated visually and throughcomparisons between the frequency of frames per second displayed.