Laboratórios remotos são ferramentas computacionais de apoio à educação consolidadas na literatura. Esta ferramenta possibilita a realização de atividades práticas via internet. Neste trabalho, realizou-se uma revisão sistemática, visando verificar o estado da arte atual da utilização dos laboratórios remotos na educação brasileira. O levantamento de estudos foi realizado em bases interdisciplinares de dados, devido ao caráter educacional e computacional da pesquisa. No total foram encontrados 23 artigos, sendo identificado dois possíveis focos descritivos, (i) técnicos, incluindo desenvolvimento e arquitetura dos experimento, ou (ii) didático, descrevendo atividades e avaliações em sala de aula. Os experimentos remotos encontrados são voltados a disciplinas da área de STEM (acrônimo em inglês para Ciências, Tecnologia e Engenharia). Também foi possível notar que, apesar de adaptáveis a diferentes níveis educacionais, há tendência de validação desta ferramenta no ensino superior.

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Remote laboratories and digital games are consolidated learning technologies. Recent works have demonstrated synergistic effects when these technologies are integrated. In this work, we performed systematic and mapping reviews to determine how is the state of the art of the integration process of remote labs and educational digital games. The reviews were carried out by using interdisciplinary databases following well established reviewing protocols. We found 13 papers with the systematic review and 20 with the mapping review. These papers were organized into four groups: (1) Theoretical, (2) Proposal, (3)Prototype, (4) Validation. Our findings showed the integration of these technologies is still in the beginning, since most of the sum of works on theoretical concepts, initial propositions or prototypes is still large than the works on validated results. We found trends towards integrated learning tools based on remote laboratories and digital games but these works are scarce, spatially concentrated and, in most cases, unavailable for massive use.

Digital games and remote laboratories are currently technologies to support learning. Different strategies to integrate them have been proposed to improve students' experience and learning during class activities. In this work, we designed, implemented, and evaluated a digital game that provides real-time visualization and manipulation of a remote experiment. The game so-called Fotovolt was applied to teenagers during a class activity about the photovoltaic effect. Facilitated use of the remote experiment, motivation to learn, collaborative work, and concepts recalling were the observed benefits of the proposed integration. However, to obtain effective integrated games with real-time visualization of remote experiments, planned and exclusive access to the remote experiments should be considered. The results show that the students approved the game usability, as well as had their perception of learning increased.