Immersive learning tools for teaching mathematics to high school students in general secondary education institutions

- Lytvynova, S. H. (orcid.org/0000-0002-5450-6635) and Rashevska, N.V. (orcid.org/0000-0001-6431-2503) (2025) Immersive learning tools for teaching mathematics to high school students in general secondary education institutions Proceedings of the 7th International Workshop on Augmented Reality in Education (AREdu 2024). Kryvyi Rih, Ukraine, May 14, 2024 (3918). pp. 29-42. ISSN 1613-0073

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Abstract

For the dynamic and sustainable development of an individual throughout life, the ability to shape a personal learning trajectory, communicate and collaborate in a team, prioritize life goals, and achieve them becomes a key aspect. Forming this kind of personality is one of the objectives of general secondary education institutions. Creating an educational environment that allows every student to realize their potential is impossible without innovative technologies, among which immersive technologies stand out as some of the most progressive. The use of immersive technologies in the educational process for high school students makes this process dynamic and engaging due to the interactivity of such technologies and their high level of visual representation. In Ukraine’s secondary education system, the practice of implementing immersive technologies has demonstrated their effectiveness by increasing motivation to learn, which, in turn, has led to better academic performance. This study focuses on the use of immersive technologies in the teaching of mathematics to high school students in general secondary education institutions. Scientific literature highlights four main topics regarding the use of immersive technologies in education: 1) the impact of immersive technologies on learning outcomes; 2) the use of immersive technologies for learning and simulation; 3) the influence of immersive technologies on interaction and user engagement; 4) ethical and social implications of immersive technologies. In Ukrainian secondary education institutions, platforms for immersive learning include developments from both Ukraine and other countries. These platforms, such as AR Book, mozaBook, GeoGebra, and Desmos, are user-friendly, require no software installation, allow interaction with educational materials, and include both pre-designed tasks and the ability for students to create their own projects.

Item Type:	Article
Keywords:	immersive tools for teaching mathematics, high school students, general secondary education institutions, immersive learning platforms, AR Book, mozaBook, GeoGebra, Desmos
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 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 51 Mathematics
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	Світлана Григорівна Литвинова
Date Deposited:	07 May 2025 11:40
Last Modified:	07 May 2025 11:40
URI:	https://lib.iitta.gov.ua/id/eprint/745269

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