The Virtual Reality in the Didactic Process

Introduction. The article presents a scientific analysis of the phenomenon of virtual reality, taking into account the specifics of its implementation as a didactic tool, a teaching method and a special “symbiotic partner” of a learning person. The psychological and pedagogical aspects of the use of virtual reality in the modern educational system are analyzed. The article reveals the polyfunctionality of virtual reality for teachers and students in the context of expanding the possibilities of didactic teaching tools and methods. The problem of the research is to identify the features of using virtual reality in the modern didactic process to improve the effectiveness of learning. The aim is to provide scientific substantiation of psychological, pedagogical and didactic approaches to the use of virtual reality in teaching, taking into account its features and specifics. Methodology. The research methodology was based on a combination of cross-cultural, personal-activity and interdisciplinary approaches that allow for a comparative analysis of virtual reality as a unique learning factor. Research methods: theoretical analysis of scientific sources, synthesis of empirical material, comparison and juxtaposition of didactic, psychological and informational learning factors. Results. The results of the study are determined by the identification of the main possibilities of using virtual reality in education, as well as the features of its use to improve the effectiveness of learning. Conclusions. The specifics and features of using virtual reality in the didactic process are determined by goals (creating an immersive environment) to ensure the safety of experiments; creating simulating conditions for practicing practical skills; a variety of ways to apply visualization of abstract concepts and phenomena.

Ҳали таржима қилинмаган