Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research described that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.
The application of technologies in the teaching-learning processes is increasingly common. One of the current strategies is the use of virtual and augmented reality, which generates a learning condition in a virtual environment and provides the enhancing cognitive performance of the students. 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. 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 contents should be tailored to students' experiences, and methodologies need to be selected so that they can learn by doing. 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).
This paper aims to present scenarios to be applied in higher education to the theme of production planning and control, addressing factors of the production system and indicators arising from this process and the application of virtual reality to support the process. The applied method combines the development of six scenarios for virtual reality application and the discussion about the impacts in indicators from the production planning and control, for example, inventory in the process, manufacturing lead-time, use of equipment, and punctual delivery attendance. Findings revealed that the teaching-learning process of production planning and control, when applied through scenarios, generates opportunities for students to learn the impact in the indicators. The virtual reality in this environment supports creating differentiated teaching-learning environments to generate the most significant knowledge for students which positively impacts the future in the world of work. In addition, it allows people involved in the teaching-learning processes of production engineering to apply the concepts presented in the sequencing process, lean about the impacts of decisions on production sequencing indicators and appreciate the support of virtual reality to generate an environment more cognitive for students.
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