Realidade aumentada e leitura híbrida: o acesso a múltiplas fontes em materiais didáticos a partir do QR Code

Abstract

Considering the so many possibilities created by technology in our time, this work aims at verifying the potential pedagogical use of Augmented Reality (AR) markers for the development of reading skills that favor textual understanding, virtually expanding printed teaching resources. The main objective was to verify whether the use of QR Codes in teaching materials provides Hybrid Reading and whether this use can contribute to an increase and development of the skills necessary for the subject to achieve digital literacy and have access to multimodal texts, enhancing the association of information from different sources. This practice was analyzed based on studies related to Multiliteracies (Grupo Nova Londres, 2021), Reading in Multiple Sources (Coscarelli; Coiro, 2014) and Hybrid Reading (Nunes, 2018). We also sought to understand the importance of the way the QR Code is presented, which is why the relevance of the design of the page elements (Kress; van Leeuwen 1996) that present themselves as Augmented Reality markers and are part of the semiotic landscape was also discussed. To this end, reading activities were applied to teenage students, in which codes were presented that directed readers to additional information that was located on websites created by the author. The generation of this data was carried out in one phase. Using the QR Code, participants enjoyed the versatility of the smartphone to browse texts that complement each other. Afterwards, the students participated in focus groups and responded about their previous experiences with the technology in question. The analysis was carried out qualitatively and quantitatively. In general, there was an improvement in the understanding of texts present in teaching materials, when hybrid, augmented reading and multiple sources were made available, using Augmented Reality markers, specifically the QR Code, access to digital texts from a printed text. It was found that the AR marker, in the context of Hybrid Reading (Nunes, 2018), demands from its user reading skills in multiple sources (Santos, 2021; Coscarelli; Coiro, 2014), such as those categorized in Find and Evaluate, Synthesize and Integrate, as well as Reflect. During this use, in a significant proportion, students demonstrated being able to make associations and inferences expected to answer the questions in the proposed exercises. It was also possible to notice the participants' predilection for scanning the markers that appear in warm or dark colors and that are positioned in the space of the page close to the text, specifically in the margins of the ideal and the new, described from the Compositional Function, of Kress and Van Leeuwen (1996), in Visual Design Grammar (GDV). Therefore, it was concluded that AR, specifically with the use of QR Codes, can enhance the development of Hybrid, Augmented and Multi-Source Reading. At the end, strategies are proposed for the use of Augmented Reality in Hybrid Reading teaching materials, based on the conclusions found.