Opportunities for personal development of schoolchildren in an immersive educational environment

Alekseeva Olga Vyacheslavovna, Aleksandrova Natalya Viktorovna, Skvortsova Tatyana Petrovna, Burtseva Darya Yaroslavovna

DOI: 10.23951/1609-624X-2023-5-7-16

Information About Author:

Alekseeva O. V., Candidate of Pedagogical Scieces, Yaroslav-the-Wise Novgorod State University (ul. Sankt-Peterburgskaya, 41, Veliky Novgorod, Russian Federation, 173021). Aleksandrova N. V., Candidate of Pedagogical Scieces, Yaroslav-the-Wise Novgorod State University (ul. Sankt-Peterburgskaya, 41, Veliky Novgorod, Russian Federation, 173021). Skvortsova T. P., Candidate of Pedagogical Scieces, Institute of Art Education and Cultural Studies of the Russian Academy of Education (ul. Pogodinskaya, 8, Moscow, Russian Federation, 119121). Burtseva D. Ya., postgraduate student, Yaroslav-the-Wise Novgorod State University (ul. Sankt-Peterburgskaya, 41, Veliky Novgorod, Russian Federation, 173021).

An important task of domestic pedagogy is the search for technologies that allow the development of a personality not only in the cognitive, but also the motivational-usual and emotional-volitional spheres. It is proved that, depending on the type of virtual reality (VR) as a special teaching method, it is required to revise the role of the teacher and the conditions of interaction between the teacher and the students in order to master the latter educational content. A review of domestic and foreign experience in applying virtual reality technologies in educational practice is presented. By the means of historical and pedagogical analysis, it has been proved that to date in the scientific literature there are no longitudinal studies that allow us to assess the influence of forced cognitive development on the harmonization of the personal development of children and the intensive development of the school curriculum, especially in preschool and primary school age. The article reveals the concept of an immersive educational environment, its influence on the development of the personality of the student at various levels of general education is noted. The thesis is justified that virtual reality as an educational technology and a special educational environment can be programmed and reproduced using a computer program and stimulate schoolchildren to perform certain educational actions according to a pre-planned scenario. Based on the analysis of the experience of teaching children in immersive environments, the authors note the possibilities of their application for the cognitive development of the personality of schoolchildren at various levels of education. The ideas of teachers of the primary and basic school on the developmental capabilities of VR are described. The advantages of the application in the educational process of such immersive technologies as virtual excursions, virtual quests and virtual laboratories are disclosed. Conclusions have been drawn about the possibilities and restrictions of cognitive development of the student’s personality in immersive educational environments. It has been proven that in virtual immersive environments can be successfully applied to teaching and developing children of different ages. The virtues of the use of VR in training, such as visualization, the possibility of visualizing complex processes and phenomena, interactivity and the possibility of gaming the educational process, etc. Establish various types of VR with rich capabilities in various fields of personality development.

Keywords: immersive approach in education, immersive educational environment, virtual reality, personal development in learning, virtual laboratories, virtual quests

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Issue: 5, 2023

Series of issue: Issue 5

Rubric: GENERAL EDUCATION

Pages: 7 — 16

Downloads: 391