Conceptual approaches to the use of augmented reality means within the educational process Digital Library NAES of Ukraine

- Литвинова, С.Г. (orcid.org/0000-0002-5450-6635), Буров, О.Ю. (orcid.org/0000-0003-0733-1120) and Семеріков, С.О. (orcid.org/0000-0003-0789-0272) (2020) Conceptual approaches to the use of augmented reality means within the educational process Сучасні інформаційні технології та інноваційні методики навчання у підготовці фахівців: методологія, теорія, досвід, проблеми (55). pp. 46-62. ISSN 2412-1142

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Abstract

The article analyzes foreign experience, the state of augmented reality (AR) use while teaching in the United States in particular, the state of the research topic development in domestic educational institutions, and finds that AR increases learning efficiency, encourages cognitive activity, improves learning, provokes interest in studying, promotes both research skills development and students subject competencies; the problems of augmented reality means use within the educational process are highlighted , and the insufficiency in the number of educational projects preparation specialists is emphasized. The way of AR technology historical development is depicted, and the emphasis is put on expanding the possibilities of this technology application for the needs of society. The conceptual model of AR use in the educational process is substantiated and its four components (technical-technological, educational-scientific, formative-developmental, and qualitative-educational) are determined. It is established that for the introduction of AR technology in education it is necessary to provide the educational environment with technical means, means of reproduction, select operating systems and software, and the latest textbooks, manuals, cards, workbooks, instructions etc. need to be developed for the students’ use of AR. The authors substantiate the principles (expediency, accessibility, cognition, integrity, educational orientation, mobility) and approaches (cognitive, systemic, activity-based, differentiational, personality-oriented, innovative), as well as describe pedagogical conditions and clarify the advantages and disadvantages of using AR technology in education. It has been established that students are already actively using AR for entertainment, and teachers need additional effective support (training). The main types of AR technology for the development of educational, didactic, and methodological materials are identified. Conceptual approaches will provide an opportunity to develop the latest educational and methodological support, educational programs, and courses for students, which will improve the quality of education itself.

Item Type: Article
Uncontrolled Keywords: augmented reality; approaches to the use of AR; principles of using AR; conceptual model using AR; pedagogical conditions of AR use; types of AR technology; educational process
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 ) > 004.92 Computer graphics
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 ) > 004.94 Simulation
Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education
Divisions: Institute for Digitalisation of Education > Department of the Cloud-Вased Systems of ICT in Education
Depositing User: Сергій Олексійович Семеріков
Date Deposited: 08 Oct 2021 19:38
Last Modified: 08 Oct 2021 19:38
URI: https://lib.iitta.gov.ua/id/eprint/726872

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