Análise de modelos de realidade virtual e aprendizagem colaborativa em educação física: um estudo de instituições de ensino indonésias baseado no modelo de preparação eletrónica
DOI:
https://doi.org/10.47197/retos.v77.117663Palavras-chave:
Preparação para o ambiente digital, Educação Física, Aprendizagem integrada (SL), UTAUT, Realidade Virtual (RV)Resumo
Contexto: A tecnologia de Realidade Virtual (RV) está a remodelar os paradigmas educacionais, particularmente quando integrada em abordagens de Aprendizagem Contínua (AC) que transcendem as barreiras temporais e espaciais. No entanto, a adoção da RV na educação física na Indonésia continua a ser limitada por diferentes níveis de prontidão tecnológica e compreensão conceptual.
Objectivo: Este estudo visa examinar a prontidão para a adopção de modelos de RV-AC e a sua influência no uso, intenção e comportamento tecnológicos. Além disso, investiga o papel moderador da maturidade digital dentro da estrutura da Teoria Unificada da Aceitação e Utilização da Tecnologia (UTAUT).
Método: Foi realizado um inquérito quantitativo transversal a 422 inquiridos, incluindo professores, docentes de educação física do ensino básico, secundário e superior, e estudantes universitários de Java Oriental. Os dados foram analisados utilizando a Modelação de Equações Estruturais, integrando o Índice de Prontidão Tecnológica (IPT) e os constructos da UTAUT.
Resultados: Os resultados revelam que os motivadores (capacidade de inovação e otimismo) afetam de forma significativa e positiva a intenção e o comportamento de utilização, mediados pela Expectativa de Desempenho, Expectativa de Esforço, Influência Social e Condições Facilitadoras. Em contraste, vários inibidores (desconforto e insegurança) não apresentaram efeito significativo, sugerindo que fatores fortes do modelo UTAUT podem contrariar a resistência à tecnologia. A maturidade digital modera significativamente a relação entre os constructos do UTAUT e os resultados de utilização, amplificando a intenção e o comportamento de adoção entre os utilizadores digitalmente maduros.
Conclusão: A prontidão para a adoção de modelos de RV-SL é caracterizada por um elevado entusiasmo, mas por diferentes níveis de compreensão conceptual e restrições de acesso. A maturidade digital surge como um factor crítico que fortalece a adopção e, ao mesmo tempo, mitiga as barreiras tecnológicas, enfatizando a sua importância estratégica na implementação de tecnologias educativas.
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Direitos de Autor (c) 2026 Indra Gunawan Pratama, Mustaji Mustaji, Andi Mariono, Rizal Arizaldy Ramly
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