AUGMENTED REALITY AS A PROSPECT OF MIXED INTERACTION BETWEEN THE READER AND THE TEXTBOOK

Abstract

If, on the one hand, nowadays the so-called traditional teaching already meets resistance that points to and encourages more active and technological models, on the other, it is necessary to think about the ed-ucational instruments that are present in schools. Therefore, it is relevant to bring to light investigations that present innovating options for the use of these instruments. This research proposed to identify the possibility of pedagogical innovation from a modern perspective of the interaction between the reader and the textbook. In order to achieve this goal, the methodological path was based on applied research, employing a bibliographic and documental survey. As a result of the research, we identified the perspective of mixed interaction between the reader and the textbook. As for its concept, it is based on making use of
one or more elements, both the internal interaction and the external interaction in a synchronous and continuous way, bringing out from this relationship new components that - a priori - would not be visible to the reader. In practice, one way identified to visualize this perspective is through the Augmented Reality technology. We conclude then, that the search for new forms of interaction between the reader and the textbook is not finished, because, from this study, we can glimpse investigations that allow other viable alternatives to perspectives present in the internal, external, and mixed interaction between the reader and the textbook.