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Paper 22-25

DOI: https://doi.org/10.26883/2010.221.4177

ВИРТУАЛНА И ДОБАВЕНА РЕАЛНОСТ В ОБРАЗОВАНИЕТО – ВЪЗМОЖНОСТИ, ПРИНЦИПИ, АКТУАЛНИ АСПЕКТИ

Красимира Атанасова Димитрова
Университет „Проф. д-р Асен Златаров“, Бургас

VIRTUAL AND AUGMENTED REALITY IN EDUCATION – OPPORTUNITIES, PRINCIPLES, CURRENT ASPECTS

Krasimira Atanasova Dimitrova
University „Prof. Dr. Asen Zlatarov“, Burgas

*Авторът изказва благодарност към научен проект № НИХ – 467/2022 г. „Проучване и развиванена нестандартността на образователните субекти“, за финансирането на настоящата работа. 

Abstract: Education is also reflected in the challenges facing modern society. In recent years, information technology has shown its important place in education. In many cases they were the only educational channel. The education system has proven to be flexible enough to use established methods and theories and combine them with the latest and most advanced information and internet technologies. This article examines the possibilities of using virtual and augmented reality in the educational process. The types of technologies are presented. Current aspects of technology application for educational purposes are considered. The principles on which the cognitive process should be built are described. The positives of applying modern educational technologies in the application of virtual and augmented reality technology are presented, e.g. project work, flipped classroom.
Keywords: virtual and augmented reality, project work, learning process, creativity, digital literacy

References:

  1. Choi, Dong Hwa, ed. Emerging Tools and Applications of Virtual Reality in Education. IGI Global, 2016.
  2. Kamphuis, Carolien, et al. „Augmented reality in medical education?.“ Perspectives on medical education 3.4 (2014): 300-311.
  3. Merchant, Zahira, et al. „Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis.“ Computers & Education 70 (2014): 29–40.
  4. Rosenblum, Lawrence J., and Robert A. Cross. „The challenge of virtual reality.“ Visualization & modeling
    (1997): 325–399.

(Endnotes)

1. Boyles. B., Virtual Reality and Augmented Reality in Education. https://www.westpoint.edu/sites/default/files/inline-images/centers_research/center_for_teching_excellence/PDFs/mtp_project_papers/Boyles_17.pdf
2. Eduwards-Stewart. A., T. Hoyt, G. Reger. Classifying Different Types of Augmented Reality Technology. https://www.researchgate.net/publication/315701832_Classifying_different_types_of_augmented_reality_
technology. 01.07.2022.
3. https://core.eon-xr.com/
4. Honeycutt, B. & Garrett, J. (2014). Expanding the Definition of a Flipped Learning Environment (рр. 12–13). In: Blended and Flipped: Exploring New Models for Effective Teaching & Learning. Faculty focus: https://www.desu.edu/sites/flagship/files/document/16/ff-blended-and-flipped-specialreport.pdf
5. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15, 171–193: https://www.colorado.edu/ftep/sites/default/files/attached-files/strayer_-_inverted_classroom_influences.pdf

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