Immersive technologies for engineering teaching: an approach applied to Higher Education

Authors

DOI:

https://doi.org/10.15536/reducarmais.9.2025.4178

Keywords:

Mechanical Engineering, Teaching-learning, Augmented reality, Technology

Abstract

The contemporary educational scenario demands constant updating in the face of technological innovations. In this context, traditional tools such as conventional whiteboards have been replaced by more modern resources, such as projectors and digital boards, which provide greater interactivity with the content being worked on, favoring the teaching-learning process. This study focuses on the analysis of the use of Augmented Reality (AR) as a pedagogical tool in the teaching of disciplines related to Mechanical Engineering. The proposal seeks to address a recurring difficulty among students: the limitation in the three-dimensional visualization of elements usually presented in two-dimensional representations. The methodology adopted is based on a bibliographic review of relevant works, with the aim of mapping the state of the art on the subject. The results obtained indicate the feasibility of implementing AR in the classroom, provided that there is prior training of teachers, who will act as mediators in the learning process. It is concluded that the use of AR contributes significantly to the improvement of teaching in the area of ​​Mechanical Engineering, promoting a broader and more effective understanding of the contents, in addition to presenting itself as a viable and applicable tool in the educational context.

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Author Biographies

Jonathan Felipe da Silva, Instituto Federal do Ceará - IFCE

Building Technician from the National Industrial Training Service (SENAI, 2011) and graduated as an Architect and Urban Planner from the Federal University of Ceará (UFC, 2018). Bachelor's degree in Pedagogy (Claretian University Center). Master's degree in Professional and Technological Education from the Federal Institute of Education, Science and Technology of Ceará (IFCE) - Fortaleza Campus (2021). PhD student in Teaching at the Northeast Education Network (RENOEN) - Federal Institute of Education, Science and Technology of Ceará (IFCE). Postgraduate degree in Occupational Safety Engineering - Estácio University Center (2024). Currently, he holds the position of Laboratory Technician - Buildings at the Federal Institute of Education, Science and Technology of Ceará - Morada Nova Campus. He has experience in the area of ​​Architecture and Urbanism, with an emphasis on Architecture and Urbanism, in addition to experience as a researcher in the areas of Pedagogical Practices in the Teaching of Science and Mathematics and applications of Augmented Reality and Virtual Reality in Teaching.

Sandro, Instituto Federal do Ceará - IFCE

He has a University Leveling (Studienkolleg) from the Technische Hochschule Köln - Germany, a Degree in Mechatronics Technology and a Specialist in Teaching for Professional and Technological Education (EPT) from the Federal Institute of Ceará (IFCE). He is a Specialist in Industrial Automation and a Bachelor's Degree in Physics from the State University of Ceará (UECE), a Master's and Doctorate in Electrical Engineering from the Federal University of Ceará (UFC) with research carried out at the Universität Paderborn - Germany and a Scholarship from the Sandwich Doctorate program of the Deutscher Akademischer Austauschdienst (DAAD). He completed a postdoctoral research internship with a Scholarship from the Fundación Carolina at the University of Cádiz - Spain, where he is a consultant for the quality assurance committee of the Doctoral Program in Energy and Sustainable Engineering. He is a founding member of the Ceará Academy of Mathematics (ACM), also of the educational products environment SanUSB.org and the blog sanusb.blogspot.com. He is currently a full professor and researcher at IFCE, working as a professor in the Masters of ProfEPT (Professional and Technological Education in a national network), PPGER (Academic Masters in Renewable Energies) and in the Academic Doctorate of the Northeast Education Network (RENOEN) at IFCE. He is also a moderator of the research group GREPET - IFCE (@grepet_publicacoes). He researches in the areas of Electrical Engineering, Mechatronics and Professional Education, within the following themes: Renewable Energies, Embedded Systems, IoT, Robotics and EaD.

Solonildo, Instituto Federal do Ceará - IFCE

He has a degree in Geography / Full Degree from the State University of Ceará (1999), a degree in Pedagogy / Full Degree from the State University of Ceará (2009), a degree in Performing Arts (Theater) / Full Degree from the Federal University of Ceará (2020), an academic master's degree in Public Policy and Society (Sociology) from the State University of Ceará (2005) and a doctorate in Education from the Federal University of Ceará (2011). He is currently a collaborating professor at the University of International Integration of Afro-Brazilian Lusophony, in the Associated Postgraduate Program in Teaching and Teacher Training (PPGEF Unilab-IFCE) / Professional Master's, permanent professor of academic doctorate at the Federal University of Sergipe, Doctorate in Teaching (Rede Nordeste de Ensino - Renoen), professor of the Postgraduate Program in Professional and Technological Education - ProfEPT / Professional Master's at the Federal Institute of Ceará (IFCE). He has experience in the area of ​​Education and Teaching, working mainly in undergraduate courses (teacher training courses) with the following themes: teaching, teaching-learning process, higher education, teaching-learning and education, curriculum. TEACHING, CURRICULUM AND TEACHING-LEARNING PROCESSES: in line with the program's objectives, the choice for this area of ​​concentration is based on the need to produce theoretical and practical knowledge that can directly reverberate in the understanding and minimization of the challenges and difficulties of contemporary education with regard to teaching and learning processes. Thus, the aim is to build a close relationship with concrete educational practices established within the scope of formal and non-formal spaces, contributing both to the theoretical and methodological advancement of research and teaching and to the necessary development of the Northeast region with regard to social and educational indicators, within the scope and limits of the research lines. Teaching, Curriculum and Culture This line of research articulates analyses and studies related to curricular policies and practices, pedagogical work and teacher training, as well as the implications of diversity and the historical-social, cultural and environmental context in contemporary society and in the educational process of sciences, humanities and arts. This line of research allows us to unveil issues such as the dimensions of the school experience (its structure, selectivity and parameters of school grouping, school times, gender, ethnic-racial, inclusive and environmental relations, the organization of school knowledge (school manuals, formal organization of content); the school characterization of learning (rituals and uses, assessment, disciplinary processes).

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Published

2025-07-05

How to Cite

Silva, J. F. da, Jucá, S. C. S., & Almeida da Silva, S. . (2025). Immersive technologies for engineering teaching: an approach applied to Higher Education. Educar Mais, 9, 1–14. https://doi.org/10.15536/reducarmais.9.2025.4178

Issue

Vol. 9 (2025): Janeiro - Dezembro

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Copyright (c) 2025 Jonathan Felipe da Silva, Sandro César Silveira Jucá, Solonildo Almeida da Silva

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