METAVERSE TECHNOLOGIES IN GEOGRAPHY TEACHING: AN ANALYSIS BASED ON THE USE OF AUGMENTED REALITY IN HIGH SCHOOL

Abstract

This article investigates the contributions of metaverse technologies to Geography teaching in high school, focusing on the use of augmented and virtual reality resources as mediators of the learning process. The research is qualitative and applied in nature, adopting a case study as its methodological approach. The study was conducted with a 12th-grade class in a public school in Imperatriz, Maranhão, Brazil, through the use of the Mozaik 3D application to teach the topic of “Economic Globalization,” using the Panama Canal as the central case study. Data were collected through direct observation of the pedagogical intervention, considering aspects such as student engagement, interaction with the digital tool, and understanding of the content. The results indicate that immersive technologies enhance active student participation, facilitate the understanding of complex geographical concepts, and promote the development of spatial analysis and data interpretation skills. Furthermore, the study demonstrates that the use of accessible tools, operated via smartphones, represents a viable alternative for pedagogical innovation in school contexts with limited infrastructure. It is concluded that metaverse technologies, when integrated into well-planned pedagogical practices, can foster more meaningful, interactive learning aligned with the demands of contemporary digital culture.