O impacto da realidade virtual na educação em design
evidências, lacunas e oportunidades a partir de uma revisão sistemática
DOI:
https://doi.org/10.5935/cadernospos.v26n1p285-306Palavras-chave:
Realidade virtual, Ensino de design, Design de produto, Tecnologias imersivas, Ensino-aprendizagem de adultosResumo
Este artigo analisa o impacto do uso de ferramentas de realidade virtual (RV) no processo de ensino-aprendizagem em design de produto, por meio de uma revisão sistemática de literatura (RSL). A pesquisa foi metodologicamente estruturada com base no framework PICO (População, Intervenção, Comparação e Outcome), que orientou a busca nas bases Scopus, Web of Science e SciELO. Os resultados revelam um campo de pesquisa em maturação, com predominância de estudos de abordagem experimental que investigam a RV em comparação com métodos tradicionais, como o esboço manual e a modelagem CAD. As evidências encontradas apontam consistentemente para um impacto positivo da RV no engajamento dos estudantes e no aprimoramento de competências projetuais, especialmente no desenvolvimento da percepção espacial e na qualidade dos projetos conceituais. As variáveis mais frequentemente mensuradas para aferir tais resultados foram “usabilidade e satisfação”, “engajamento e atitudes” e “desempenho e qualidade do projeto”. Conclui-se que a RV se apresenta como uma intervenção pedagógica viável e eficaz. Contudo, foram identificadas lacunas de conhecimento significativas: uma forte concentração geográfica de estudos na Ásia e na Europa, com mínima representação sul-americana, e a carência de investigações sobre a integração curricular da tecnologia em longo prazo, para além de tarefas isoladas. Diante disso, destaca-se a necessidade de fomentar pesquisas contextualizadas à realidade brasileira para subsidiar a implementação de frameworks pedagógicos inovadores que integrem ferramentas de RV aos currículos dos cursos de design.
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