DIDACTIC POTENTIAL OF USING DIGITAL CONTENT WITH AUGMENTED REALITY
DOI:
https://doi.org/10.31652/2412-1142-2022-63-39-57Keywords:
virtual reality; augmented reality; extended reality; mixed reality; immersive technologies in education, school education, didactic potential of technologyAbstract
During the studies, long-term trends were screened (based on the materials of worldwide
forecasts and thematic reviews); global socio-economic and scientific-technological challenges related to
the field of ICT were analyzed; potential opportunities for the use of virtual, augmented and mixed reality
technologies for the purpose of education were assessed. The authors analyzed the practical experience of
domestic and foreign scientists in the field of computer-based pedagogical technologies for the use of VR
and AR in the process of education; methods of comparative analysis and testing of digital applications and
educational services were applied.
Some concepts necessary for unambiguous understanding of the presented results are described:
immersiveness, objects of immersive technologies, sense of presence, virtual reality, augmented reality,
extended reality, mixed reality, substituted reality, virtual and augmented metaverse.
The article briefly outlines the areas of practical application of virtual and augmented reality technologies
in business, manufacturing, corporate training. Researchers focus on the use of augmented reality
technology in the educational process: gaming and augmented reality technology, educational digital
content based on augmented reality technology; review of educational mobile applications which
support augmented reality technology; application of Khan's generalized model of e-education.
The expansion of the visual possibilities of school textbooks through the use of interactive models, video
images and augmented reality objects, in particular for natural sciences and mathematics, is insufficiently
researched and therefore relevant for further research. The validity and effectiveness of such studies will
depend on the availability and status of the development of appropriate criteria and indicators for evaluating
educational digital content, in particular that, which includes augmented reality content.
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