The potential of Virtual Reality (VR) to enhance learning in Geography classes
DOI:
https://doi.org/10.51359/2238-6211.2025.264778Keywords:
virtual reality , educational technology, practical skills , virtual content , pedagogical innovationAbstract
This article investigates the use of Virtual Reality (VR) as a pedagogical tool in Geography classes, focusing on the creation and use of VR glasses by the students themselves. The growing role of this technology in the educational environment highlights its potential to provide more interactive learning experiences. The construction of the VR glasses used accessible materials, such as EVA foam sheets and PET bottles for the lenses, following the Google Cardboard model. Thirty students participated, organized into teams, which fostered collaboration and the development of practical skills during the assembly. After the creation process, the students used the glasses to explore virtual geographic content, such as landscapes and historical monuments, allowing for an evaluation of the effectiveness of this technology in learning. Most students reported greater engagement and interest in the classes, especially due to the visualization of complex concepts in a practical and interactive way. However, challenges were identified, such as discomfort during prolonged use of the glasses and difficulties in creating efficient lenses. Despite these limitations, the use of VR proved effective in enhancing content comprehension and promoting skills like teamwork and problem-solving. Virtual reality is a promising tool to enrich the teaching-learning process, with the potential to transform the educational environment, provided that technical challenges are overcome and media resources are improved.
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