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0225U001189,
(0124U000648)
,
The system of using immersive technologies by teachers in the process of blended learning in general secondary education institutions
Теоретико-констатувальний
Nosenko Yuliia , Кандидат педагогічних наук
27-01-2025
Institute of Digitalization of Education of the National Academy of Pedagogical Sciences of Ukraine
To develop a methodology for the use of immersive technologies by teachers of general secondary education institutions in the conditions of blended learning
The characteristics of the organization of blended learning (BL) using immersive technologies (ImT) are determined: implemented within formal education; partially implemented online; partially offline; partially within students' independent work; all types of educational activity (online, offline, independent work, etc.) are combined to ensure an integrated students' experience. The resources and technologies necessary for the implementation of BL are determined. The main initiatives in Ukraine are analyzed: the AR_Book platform; educational hubs using VR; cultural and educational activities (VR exhibitions, virtual excursions), etc. For the first time, trends for the further development of ImT in education in the global context are determined: 1) the spread and growth of ImT use; 2) the deepening of STEM education; 3) the integration of ImT into curricula; 4) the development of educational applications and platforms that use ImT; 5) the creation of open immersive resources; 6) the spread of research projects using ImT. A generalized classification was developed: ImT includes: VR, AR, MR, XR, 360-degree video, holograms, telepresence, tactile technologies. Immersive services are classified: by field of use, duration of exposure, environment of use, degree of immersion, type of equipment, method of interaction, level of accessibility and complexity of use. For the first time, the criteria for selecting ImT for organizing a learning environment were defined: purpose; user experience; technical requirements; scalability; cost; localization; security; support. ImT was selected, and the possibilities of their use for different types of educational activities, in accordance with different BL models, were described. A survey of teachers of grades 5-11 (315 people from 24 regions of Ukraine) was conducted concerning their experience and attitude towards BL implementation, the use of ImT, obstacles to the implementation of ImT, teachers' visions regard future prospects.
Batsenko Serhii V.
Bohachkov Yurii M.
Burov Oleksandr Y
Horbachenko Volodymyr I.
Korkishko Iryna A.
Lytvynova Svitlana H.
Nosenko Yuliia H.
Poliashchenko Iryna M.
Rashevska Natalia V.
Slobodianyk Olha V.
Sokoliuk Oleksandra M.
Soroko Nataliia V.
Sukhikh Alisa S.
Ukhan Pavlo S.
2025-01-27
Updated: 2026-01-08
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