Implicit Potential of Immersive Technologies Implementation in the Educational Process at the Universities: World Experience

- Binytska, K.M. (orcid.org/0000-0002-2111-5275), Bilyakovska, O. (orcid.org/0000-0003-2880-6826), Yankovych, O. I. (orcid.org/0000-0003-4253-5954), Buchkivska, G. V. (orcid.org/0000-0002-4836-8280), Binytska, O. P. (orcid.org/0000-0001-8746-3515), Greskova, V. V. (orcid.org/0000-0002-0132-8361), Ocheretna, I. P. (orcid.org/0000-0002-2241-0436), Burov, O. Yu. (orcid.org/0000-0003-0733-1120) and Lytvynova, S. H. (orcid.org/0000-0002-5450-6635) (2022) Implicit Potential of Immersive Technologies Implementation in the Educational Process at the Universities: World Experience Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. pp. 264-274.

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Abstract

The article identifies the implicit potential of immersive technologies implementation in in the educational space of universities around the world. The content of basic research concepts has been determined. The advantages and disadvantages of using immersive technologies have been analyzed. The achievements of the world’s universities have been clarified: the use of immersive technologies in the professional training of the future archaeologists to perform work on archaeological excavations has been reflected; in training architects and engineers for computer modeling of any of the most complex projects; in the training of the future pilots to guide the landing of aircraft on the aircraft carrier; in training rescuers to extinguish fires and rescue people; in the training of the future physicians for surgery or for experiments with hazardous chemicals. Emphasis is placed on the use of immersive technologies in the education of students with special educational needs to create inclusive learning environment, taking into account the needs and capabilities of each student. Based on the analysis of world experience in the use of immersive technologies in the educational space of universities, it was found that these technologies are used in the following areas: a) immersive learning technologies are actively used during distance learning, which allows, in particular during video conferencing to improve learning efficiency (University of British Columbia); b) to determine the level of empathy for the problem of homelessness, which allows to get the social experience of a person who becomes homeless (Central Pacific Institute in Hawaii); c) to study the effects of ocean oxidation on coral reefs, to provide knowledge about the environmental problem and to develop negative emotions in students about human activities that harm the beautiful and pristine ecosystem (Punahou International University). It is generalized that the use of immersive technologies in the educational space of universities of the world is used not only in the process of professional training for various sectors of the economy to gain professional competencies, but also to gain social, emotional experience and to actualize environmental issues.

Item Type:	Article
Keywords:	Immersive Learning Technologies, Professional Training, University, World Experience
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 ІКТ ( Application-oriented computer-based techniques ) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Department of Digital Transformation of the NAES of Ukraine
Depositing User:	Лілія Анатоліївна Лупаренко
Date Deposited:	21 Nov 2022 19:05
Last Modified:	21 Nov 2022 19:05
URI:	https://lib.iitta.gov.ua/id/eprint/732856

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