Modern research in the field of virtualistics concerns the problem of studying the impact of virtual reality on the state of a person’s personality. This perspective of research concerns the issue of corrective and therapeutic use of the potential of virtual reality in solving problems of practical psychology. The experimental study presented in the work is devoted to the study of the influence of virtual reality on the state of anxiety in senior schoolchildren (senior adolescence and early adolescence). In the framework of the diagnostic stage (before and after the experimental exposure), the following were used: Phillips’ School Anxiety Test and Color Sociometry. At the experimental — formative stage — schoolchildren who were diagnosed with high (17.5%) and increased levels of anxiety (30.1%) were included in a virtual reality program to overcome nytophobia. The results of the study confirmed the hypothesis of a decrease in the indicators of the state of anxiety in the study participants; the changes on the scale “General anxiety” of changes in the high level of anxiety φ* = 3.3 (p≤ 0.001) were significant. Micro-changes in color attribution values occurred for all color groups, but significant changes in preferences for self-attribution of crimson color φ* = 2.84 (p ≤ 0.05), and brown color also gave significant results φ* = 3.6 ** (p ≤ 0.001), which may indirectly confirm changes in the state of anxiety in older students

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This article presents an empirical study of the image of the teacher in the representation of modern students in the conditions of the educational process. The article substantiates the relevance of the study of the features of the teacher's perception by students. A wide review of the literature sources that reflect this issue is carried out. The purpose of this study is to generalize some of the results of the study of socio–pedagogical perception as an integral part of the educational process. The article reveals the features of social perception and its impact on the effectiveness of interaction between students and teachers in educational activities. The most significant qualities of the teacher for students are revealed both at the initial stage of communication with him, and in the process of further interaction. The most significant for students are such pedagogical qualities as the ability to transfer knowledge in an interesting way, professionalism in work, high intelligence, education and competence. Respondents assign an important role to the communicative qualities of the teacher (for example, the ability of the teacher to communicate and build friendly relations with students based on the principles of trust and partnership). The traditional role of the teacher as a translator of knowledge has been reduced. The role of the teacher as a professional person increases, which helps the student to develop a certain system of values and views. Use in the study of factor analysis allowed to reliably identify personal and professional qualities of the teacher relevant to the student, and describe the set of likely causal relationships between input variables. The main results of the study are presented in the tables. The results of the research can find further practical application in pedagogy, in pedagogical and social psychology, and are also necessary for the pedagogical improvement of the educational process.

This article presents an empirical study of the interest of higher educational institution students in supplementing educational activities with virtual reality technologies. The article substantiates the relevance of using VR technologies in teaching University students. The purpose of the study is to determine the feasibility of using virtual reality technologies in the learning process. The review of literature sources devoted to virtual reality and its application in the educational sphere, including the training of highly specialized professionals. Specific examples of the use of virtual reality technologies in the educational process are presented. Classifications of virtual reality technologies are given depending on the necessary means to enter the virtual environment, as well as on the type of virtual reality technologyVR, depending on the degree of user immersion. The possibility and feasibility of using each type of virtual reality in the educational process in modern educational institutions is evaluated. The empirical part of the research is devoted to conducting a survey of University students on their awareness of VR, interest in learning through the use of VR technologies, satisfaction with virtual reality technologies already introduced into the educational process if they have experience, and preferences in the way VR is used in training. The main empirical results of the study are presented in the form of tables based on the results of a survey among students. The results of the research can be used in pedagogy when developing new educational programs, when making decisions about the introduction of innovative technologies in the educational process, when improving the skills of teachers as a theoretical material that introduces the concept of virtual reality and the prospects for its use in education.

This paper describes the correction of psychological defenses and anxiety of students through virtual training programs to optimize the educational process. The materials of an empirical study obtained on a sample of students of Smolensk universities are presented. The study involved respondents (N=63) aged 18 to 25 years (M=19.4, SD=0.25), of which 84% were male, 16% were female. The study was conducted in several stages. For the correction of mental characteristics were used, the test "Anxiety Research" was used (questionnaire of Ch.D. Spielberger-Yu.L. Khanina), the "Lifestyle Index" methodology, a virtual reality program to overcome nyctophobia. The reliability of the results obtained on changes in anxiety indicators and mechanisms of psychological protection of students was checked using the Fisher statistical criterion (F). The obtained results make it possible to say that the most sensitive to the effects of VR in the framework of the conversation were protective mechanisms: repression, regression, substitution, denial, which change the assessment of what is happening and the adequacy of behavioral and emotional reactions. Indicators for the "rationalization" mechanism in the control group and in the experimental group also underwent changes, but without significant results.