Glicoliseum: simulador em ambiente de realidade virtual para o ensino da primeira fase da respiração celular

Abstract

This dissertation presents the process of conception, development, testing and validation of a Virtual Reality (RV) simulator for the glycolysis process, the first phase of cellular respiration. The tool has cellular environmental control and was developed as a didactic instrument whose objective is to assist teaching-learning relations in the subjects Cellular and Molecular Biology and Biochemistry, in higher education. The methodological approaches used were quantitative and qualitative, obeying the three stages of the scientific process suggested by Minayo (2009), namely: exploratory phase, field work and analysis of empirical and documentary material. The software development followed the agile methods model, being the tool developed by a team of interdisciplinary professionals. In order to provide theoretical support to the glycolytic concepts, followed by the modeling of the glycolytic substrates and cellular environment, in the 3D modeling software Blender. Besides that, the integration of these molecules into the VR environment was performed through the Unity 3D game development engine, culminating in the programming of the glycolytic pathway and in ways of user interaction with the cellular environment and glycolytic substrates. For immersion in the cellular environment in RV, it uses the headset of RV, HTC VIVE Óculus, consisting of movement sensors, interaction controls and immersion glasses. The product testing was carried out in a group of the Biotechnology Bachelor of the Federal University of Pará (UFPA) and in a group of the Degree in Natural Sciences of the National Program of Training of Teachers of Basic Education (PARFOR). The testing data were obtained through previous and post experimentation by questionnaires and interviews with the research participants. From the analysis of contents (BARDIN, 1970) it was noticed in the comparison of the questionnaires that, in general, the students involved in the test developed or expanded their learning about the concepts approached.