RACHEEV N., NAZAROVA L. DIGITAL AND NON-DIGITAL EDUCATIONAL TECHNOLOGIES IN HIGH SCHOOL: IMMERSIVENESS AND AGENCY. LIFELONG EDUCATION: The 21st Century.
2023. № 2 (42). DOI: 10.15393/j5.art.2023.8364


Issue 2 (42)

Lifelong learning in the modern world: the research and design methodology
pdf-version

DIGITAL AND NON-DIGITAL EDUCATIONAL TECHNOLOGIES IN HIGH SCHOOL: IMMERSIVENESS AND AGENCY

RACHEEV Nikita O.
junior researcher of the Scientific Laboratory of Pedagogical Innovations; Postgraduate of the Department of Pedagogy and Psychology of Vocational Education
Vyatka State Agrotechnological University; Russian State Agrarian University – Moscow Timiryazev Agricultural Academy
(Kirov, Russian Federation; Moscow, Russian Federation)
agropolis@vgatu.ru
NAZAROVA Liudmila I.
PhD in Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Psychology of Vocational Education
Russian State Agrarian University – Moscow Timiryazev Agricultural Academy
(Moscow, Russian Federation)
nazarova@inbox.ru
Keywords:
higher education
information society
immersiveness
agency
digital technology
immersive technologies
immersive learning
traditional educational technologies
innovative educational technologies
VR technologies
AR technologies.		 Abstract: in the context of the development of the information society, the need for highly qualified, competent, adaptive professionals is increasing. In this regard, the system of vocational education is entrusted with a complex and important task of forming the foundations of innovative and proactive behavior among future professionals. Immersive technologies are one of the key tools for solving this problem. The purpose of the article is to identify and justify the immersiveness and agency of modern digital and non-digital educational technologies used in the higher education system. The authors rely on the methodology of a systematic approach, use methods of analyzing scientific and pedagogical literature on the problem of research, comparative analysis of educational technologies, observation, generalization. Based on the analysis of scientific and pedagogical literature, the essence of immersiveness as a way of perception that creates the effect of immersion in an artificially created environment is determined. Immersive learning technologies include technologies of virtual and augmented reality, augmented virtuality, mixed reality and represent a set of software and hardware tools that facilitate the student's immersion in an artificially created environment. The authors ranked educational technologies according to the degree of immersiveness, on the basis of which they developed a matrix of key factors that determine the immersiveness of educational technologies, and assessed them in terms of the degree of potential agency as the basis for proactive behavior. The analysis showed that not every immersive technology has sufficient agency potential associated with the proactive behavior of the future professional, his ability to take conscious initiative action. In this regard, an important task in the methodology of vocational training is to search for opportunities to increase the agency of students in quasi-professional and educational-professional activities by integrating innovative educational technologies and teaching methods in their most diverse combinations.
Paper submitted on: 04/04/2023; Accepted on: 05/22/2023; Published online on: 06/26/2023.

References

  1. Batova M. M. Digital paradigm of development of the system «education – science – production». Moscow, 2021. 218 p. (In Russ.)
  2. Azevich А. I. Visualization of pedagogical information: educational and methodological aspect. Vestnik Moskovskogo gorodskogo pedagogicheskogo universiteta. Ser. «Informatika i informatizaciya obrazovaniya» [Bulletin of the Moscow City Pedagogical University. Ser. «Computer science and informatization of education»]. 2016. No. 3 (37). P. 74–82. (In Russ.)
  3. Grigoriev S. G., Grinshkun V. V. Informatization of education. Fundamentals and practical applications: a textbook for students of pedagogical universities and students of the system of advanced training of teachers. Voronezh, 2014. 232 p. (In Russ.)
  4. Sergeev S. F. Educational and professional immersive environments. Moscow, 2009. 432 p. (In Russ.)
  5. Denisevich I. A., Palkina E.S. Application of innovative technologies in construction: Russian and foreign experience. Ekonomika, ekologiya i obshchestvo Rossii v 21-m stoletii [Economy, ecology and society of Russia in the 21st century]. 2021. Vol. 1. No. 1. P. 250–259. (In Russ.)
  6. Racheev N. O., Vakhrusheva N. E. Development of motor symmetry of agricultural students by rhythmic VR-fitness for successful professional activity in the agro-industrial complex. Ot modernizatsii k operezhayushchemu razvitiyu: obespecheniye konkurentosposobnosti i nauchnogo liderstva APK: sbornik trudov mezhdunarodnoy nauchno-prakticheskoy konferentsii [From modernization to advanced development: ensuring competitiveness and scientific leadership of the agro-industrial complex: collection of proceedings of the international scientific and practical conference]. March 24–25, 2022. Yekaterinburg, 2022. P. 95–97. (In Russ.)
  7. Grebennikova A. D. The impact of VR technologies on the psyche and the use of virtual reality in psychiatry. Week of Science and Creativity-2021: materials of the international scientific and practical forum of students, graduate students and young scientists, May 17–21, 2021: in 3 parts. St. Petersburg, 2021. Part 1. P. 200–202. (In Russ.)
  8. Kolyshenkov V. A., Eremushkin M. A., Styazhkina E. M. Prospects for the development of virtual reality systems in neurorehabilitation programs. Vestnik vosstanovitel'noj mediciny [Herald of Restorative Medicine]. 2019. No. 1 (89). P. 52–56. (In Russ.)
  9. Gadil'shin I. M. Virtual reality in the training of military personnel. Modern technologies: problems of innovative development: collection of articles of the international scientific and practical conference, Dec. 04, 2019. Petrozavodsk, 2019. P. 232–235. (In Russ.)
  10. Pilyugin T. D., Akaev E. K. VR and AR systems: theoretical and practical use in medicine, military affairs, industrial activity. Sustainable development: research, innovation, transformation: Proceedings of the XVIII International Congress with elements of a scientific school for young scientists, April 08–09, 2022. In 2 volumes. Moscow, 2022. Vol. 1. P. 435–441. (In Russ.)
  11. Bezgan D., Soshkin A. The use of VR technology in the training of construction specialists. Pedagogicheskaya nauka i praktika [Pedagogical science and practice]. 2019. No. 3 (25). P. 84–88. (In Russ.)
  12. Mal'ceva S. M., Sidorov A. N., Zaharova E. A. Opportunities and limitations of the use of VR technologies in education in the preparation of students of technical specialties. Obrazovanie i nauka v sovremennom mire. Innovacii [Education and science in the modern world. Innovation]. 2021. No. 5 (36). P. 6–14. (In Russ.)
  13. Simbirskih E. S., Racheev N.O. VR-laboratory as a component of organizational and pedagogical conditions for training students in an agricultural university. Agroinzheneriya [Agroengineering]. 2021. No. 4 (104). P. 76–82. (In Russ.)
  14. Velichkovskij В. В. Psychological factors of the emergence of a sense of presence in virtual environments. Nacional'nyj psihologicheskij zhurnal [National Psychological Journal]. 2014. No. 3. P. 28–35. (In Russ.)
  15. Zeer E. F. Neurodidactics is an innovative trend of personalized education. Professional'noe obrazovanie i rynok truda [Vocational education and the labor market]. 2021. No. 4 (47). P. 30–38. (In Russ.)
  16. Mahlina S. T. Immersiveness in contemporary art culture. Klio. 2022. No. 5 (185). P. 118–128. (In Russ.)
  17. Klemenčič M. From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher education policy. 2017. Vol. 30. No. 1. P. 69–85.
  18. Sorokin P. S., Zykova A. V. «Transformative agency» as a subject of research and development in the XXI century: review and interpretation of international experience. Monitoring obshchestvennogo mneniya: ekonomicheskie i social'nye peremeny [Monitoring Public Opinion: Economic and Social Changes]. 2021. No. 5. P. 216–241. (In Russ.)
  19. Sorokin P. S., Frumin I. D., Terentiev E. A., Koreshnikova Yu. New requirements for human potential: the development of independence: report to the XXIII Yasinsk (April) int. scientific conf. on problems of economic and social development. Moscow, 2022. 51 p. (In Russ.)
  20. Goshin M. Ye., Kosaretskiy S. G. Prospects and possibilities of using the category of «agency» in the study and design of professional pedagogical activity and development [Electronic resource]. Presentation of the abstracts of the XXIX All-Russian scientific and practical conference «Development practices: generation, formation and retention of subjectivity in education». 2022. Electron. dan. URL: https://confpr.kipk.ru/upload/2022/016_1_Goshin_ME_Kosaretsky_SG.pdf (date of access 20.04.2023) (In Russ.)
  21. Schwarzer R. Stress, resources, and proactive coping. Applied Psychology: An International Review. 2001. Vol. 50. No. 3. P. 400–407.
  22. Batanov A. The future as a request for independence. How will the higher school respond? [Electronic resource]. Akkreditaciya v obrazovanii [Accreditation in education]. 2022. No. 4 (136). Electron. dan. URL: https://akvobr.ru/new/publications/394 (date of access 22.04.2023) (In Russ.)

 


Displays: 847; Downloads: 203;

DOI: http://dx.doi.org/10.15393/j5.art.2023.8364