The evolution of virtual reality (VR) technologies requires setting boundaries of its use. In this study, 3 female participants were experiencing VR scenarios with stressful content and their activity of the autonomic nervous system and EEG were recorded. It has been discovered that virtual reality can evoke acute stress reactions accompanied by activation of the sympathetic nervous system and a decrease in the activity of the parasympathetic nervous system. The high-stress response is accompanied by a decrease in the power of the EEG, and, on the contrary, the activation of the avoidance reaction is accompanied by an increase in the power of the EEG alpha waves. Therefore, the use of stressful VR content can cause high emotional stress to a user and restrictions should be considered.

Professional dynamism, as a characteristic feature of modern society, requires updating the forms and methods of training specialists. In the current system of training is increasingly in demand training procedure, adaptive to different conditions of the educational process, including using distance learning technologies and e-learning. In the system of professional training of specialists, virtual simulators and simulators are actively used, focused on the formation of stable behavior models in the professional environment. The question of pedagogical aspects of the use of these teaching tools in the system of professional training becomes relevant. The paper defines the prerequisites for the use of these tools in training, sets goals and objectives, describes interaction models, and defines the classification of educational tasks. The author highlights the levels of simulation based on the degree of immersiveness and interactivity of the environment, methodological approaches and methods of organizing educational activities of students. The paper summarizes the experience of using simulators and virtual simulators in the system of professional training of specialists, lays the conceptual foundations for building a simulation model of training.

The purpose of the article is to analyze the possibilities of the psychological theory of activity as a theoretical basis for the development and effective use of VR simulators in professional training. Based on the review of works on pedagogical theories used in the development of virtual educational applications, as well as on the theory of activity and its application to professional training, the conclusion is made about the undisclosed potential of the activity approach. The most promising position is the position on the functional structure of activity (motive-goal-action-operation) and the understanding of learning as a system of educational tasks. The development of an activity-based approach to professional education can be the development of a classification of typical educational and professional tasks and scenarios for modeling on virtual simulators. Work in this direction was started by a team of IT specialists, teachers, psychologists and psychophysiologists from the School of Pedagogy of the Far Eastern Federal University.

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