Cases of practical use of immersive technologies: recommendations for teachers

- Литвинова, С.Г. (orcid.org/0000-0002-5450-6635) and Рашевська, Н. В. (orcid.org/0000-0001-6431-2503) (2025) Cases of practical use of immersive technologies: recommendations for teachers Сучасні інформаційні технології та інноваційні методики навчання у підготовці фахівців: методологія, теорія, досвід, проблеми, 77. pp. 124-141. ISSN 2415-8097

Text КЕЙСИ-Z_77_24_11 Литвинова-Рашевська.pdf - Published Version Download (1MB)

Abstract

. Immersive technologies, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), play a significant role in the educational process of general secondary education institutions. These technologies provide new opportunities for immersing students in the learning context, enhancing content acquisition through interactivity, visualization, and deep engagement with simulated scenarios. Their use stimulates students' interest in learning, increases motivation, and promotes a deeper understanding of academic subjects. This article presents a systematic analysis of the practical application of immersive technology-based cases in the learning process. The study emphasizes the transformative potential of these technologies in creating new learning formats that foster deep engagement, critical thinking, increased student motivation, and improved comprehension. The article proposes a classification of cases according to categories of immersive technologies (virtual, augmented, and mixed reality), didactic purpose (illustrative, analytical, problem-based, reflective, training, predictive, value-oriented, and assessment-focused), and also highlights specific case types based on didactic organization (game-based, scenario-based, interactive, and model-based) and didactic function (research, role-playing, practical, creative, and inclusive). This allows for adapting the learning process to students’ age-related, cognitive, and social characteristics.The article also explores the features of implementing cases across different age groups  from primary school, where visual and game-based formats prevail, to high school, where the focus shifts toward analytical and interdisciplinary tasks. The authors substantiate and offer recommendations for teachers on the practical application of immersive technology cases, addressing age adaptation, personalized learning, interactivity, team collaboration, and effective assessment. An example of a scenario-based case for integrated lessons in high school is provided

Item Type:	Article
Keywords:	cases, case-based learning, immersive technologies, AR, VR, MR, general secondary education, ICT in education.
Subjects:	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 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 > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	Світлана Григорівна Литвинова
Date Deposited:	05 Dec 2025 06:10
Last Modified:	05 Dec 2025 06:10
URI:	https://lib.iitta.gov.ua/id/eprint/747586

Downloads

Actions (login required)

View Item