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
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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.

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