Abstract
Abstract Paper aims Structure virtual and augmented reality applications in engineering teaching-learning processes, with emphasis on production engineering, highlighting application gaps. Originality First studies that, to which subjects applied virtual and augmented reality in engineering teaching-learning processes, the gaps of application in production engineering, and a discussion about the impacts. Research method The research method applied was the systematic literature review. Main findings Structuring of virtual or augmented reality applications in engineering, discussion about the application in production engineering, opportunities for future research, how low application affects graduated professional education, consequently, organizational competitiveness. Implications for theory and practice The applications of virtual and augmented reality bring developing student skills more actively and cognitively, making training more complete, increasing their skills, and supporting the competitiveness of organizations through professionals who can contribute more broadly and effectively.
Highlights
The application of technologies in the teaching-learning processes is increasingly common
This article presents a review of the literature on the application of technologies for engineering education and in production engineering application gaps and impacts on competitiveness
This research shows that the application of virtual reality and augmented reality in teaching-learning processes increased significantly in the analyzed period
Summary
The application of technologies in the teaching-learning processes is increasingly common. According to Kaliská (2012), learning processes can occur in many ways, such as practicing, listening, visualizing, and discussing. Each teacher varies their teaching methods, choosing discussions, demonstrations, exercises. Gil (2010) explains that the approach that interconnects students and teachers in the process of more significant interaction is cognitivist. The cognitivist approach has, as its primary objective, to privilege mental processes and cognitive skills. The teacher does not assume a central position; the student is the one who should be focused on being the center of the learning process, thinking, and building their knowledge (Gil, 2010)
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