The Content Aspect of the Methodology for Using Immersive Technologies to Support Blended Learning in General Secondary Education Institutions

- Соколюк, О.М. (orcid.org/0000-0002-5963-760X) (2025) The Content Aspect of the Methodology for Using Immersive Technologies to Support Blended Learning in General Secondary Education Institutions Інноваційна педагогіка, 12 (89). pp. 282-288. ISSN 2663-6093 (In Press)

Text Стаття Соколюк О.М. Інов_Пед 2025.pdf - Accepted Version Download (325kB)

Abstract

The digital transformation of education, characterized by the spread of virtual, augmented and mixed reality, is changing traditional paradigms of teaching and learning, especially in the field of experiential learning. The use of virtual reality devices provides immersion in a new, computer-generated space. Augmented reality allows you to use additional settings and parameters in real space that are superimposed on the real world, adjusting and complicating it.. Mixed reality is an analogue of augmented reality, combining the capabilities of a VR helmet and an external video camera and superimposing other textures for objects on a real picture. For the effective use of immersive technologies, it is important to correctly select and match the content of the training program to digital tools (taking into account their strengths and risks), and to methodically substantiate and appropriately integrate them into a lecture or practical session. The article substantiates the content-related aspect of the methodology for using immersive technologies in the context of blended learning of natural science subjects in general secondary education institutions. If the substantive aspect of the methodology for using immersive technologies is formed on the basis of a systematic approach, didactic appropriateness and compliance with the needs of blended learning, then this will contribute to increasing the effectiveness of the educational process. The main structural components of content are defined, including the conceptual foundation, holistic educational content, technological tools, cognitive-affective mechanisms of interaction, and means of personalizing the learning experience. The theoretical foundation of the study is the Cognitive Affective Model of Immersive Learning (CAMIL), which explains the relationship between emotional engagement, a sense of presence in the virtual environment, learner agency, and the quality of knowledge acquisition. The results of the study can be used in designing digital educational environments, developing learning scenarios, and integrating VR/AR into the practices of modern science teachers. The findings provide a basis for further empirical research into the effectiveness of immersive technologies in blended learning.

Item Type:	Article
Keywords:	eimmersive technologies, blended learning, science education, teaching methodology, virtual reality, CAMIL model.
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
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	кандидат п О.М. Соколюк
Date Deposited:	21 Nov 2025 11:15
Last Modified:	21 Nov 2025 11:15
URI:	https://lib.iitta.gov.ua/id/eprint/747333

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