Hypercycle Geometric Learning Activated by Augmented Reality

Abstract

The development of scientific and technological knowledge can produce areas of ignorance, when no attempt is made to accelerate learning processes in the modern environment. From this approach, the ways of obtaining geometric learning through real activities and augmented virtual reality (RVA), provides combined visual elements, maximizing motivating three-dimensionality (3D), which facilitates the discovery of all geometric bodies in an inductive and subjective way, promoting accelerated changes in learning. In the cyclical structure, it is made up of loops, creating the hyperstructure, considering RVA as an additive to activate learning. The interpretive phenomenological hermeneutical method was established, based on qualitative research, considering the theoretical observables provided by the research question, How does RVA in the hypercyclic structure contribute to potentiate learning ?, obtaining that learning in a cyclical way has to be in relation to the advancement of science so that AVR activates it more quickly.