Immersive Technologies in Higher Education

Davydova, Dayana; Gil'vanov, Rinat; Kukushkina, Yana; Romanova, Irina

doi:10.20295/1815-588x-2023-1-120-132

Cited by 3 publications

References 11 publications

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Coordination of Actions Between Universities and Business: Development of a Data-Centric Interaction Tool

Milekhinaa,

Aslanova,

Sirik

2024

umj

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This paper discusses issues related to the coordination of actions between universities and employers. Despite their interdependence in the process of preparing qualified personnel, the primary instrument of interaction remains observation, which typically does not involve the integration of interaction subjects and maintains sporadic communication during the implementation of educational programs. Enhancing the eﬀectiveness of interaction between universities and businesses requires a corresponding tool for direct coordination of actions. The aim of this study is to develop a tool for assessing the systemic balance of the educational program curriculum to shape the competencies required by businesses. Achieving this goal required solving the following tasks: 1) to localize the mechanisms of coordination between universities and analyze approaches to their implementation; 2) to develop an algorithm for calculating the index of systemic balance of the curriculum; 3) to test the algorithm on real data and propose scenarios for improving educational programs. The ecosystem theory of G. B. Kleiner was adopted as the methodological basis. Among the main results of the study is the development of an algorithm for calculating the index of systemic balance of curricula based on a corresponding metric model. Data-centric improvement of curricula in the context of ecosystem theory allows for a rational combination of fundamental and practical training, ensures interdisciplinary solutions to professional tasks, flexibility in applying competencies for the benefit of innovative business and regional economic development, technological and personnel sovereignty of the country.

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Coordination of Actions Between Universities and Business: Development of a Data-Centric Interaction Tool

Milekhinaa,

Aslanova,

Sirik

2024

umj

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Immersive Technologies in the Educational Practice of Russian Universities

Ananin,

Suvirova

2024

Vysš. obraz. Ross. (Print)

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Immersive technologies (ImT) are becoming more and more widespread in the R&D sector and more often in the academic agenda of higher education. The paper provides a systematic overview of the educational practices of Russian universities in the use of ImT in teaching. The study focuses on the institutional and didactic aspects of the ImT in Russian higher education. We interviewed representatives of Russian universities (N=16). The study presents the role of immersive educational technologies in the structure of an academic course and outlines the prospects for their further application. The cases of Russian universities evidence that immersive educational technologies are slowly finding their niche in higher and postgraduate education as a learning tool. Providing immersion of students in the real conditions of professional skills application, immersive educational products are designed to practice the algorithms of operations in standard and non-standard situations of their (future) occupations individually. Without changing the didactic structure of the academic course, immersive educational products occupy a place between the theoretical part and training practice. The authors conclude that immersive educational products have a great potential for development in terms of the visualization quality of educational material, integration of multimodal mode for group work, improvement of assessment scales and соnsideration of learning analytics. Given a range of positive effects (motivational, psychological, topological, developmental), the future of ImT in higher education depends on the legal regulation of their use in education, their availability to higher education institutions and the motivation of university teachers.

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Navigating the Virtual Classroom With Virtual Reality

Yadav

2024

Advances in Educational Technologies and Instructional Design

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The COVID-19 pandemic has dramatically impacted global education, necessitating the development of more adaptable and innovative learning paradigms. Immersive technologies such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) present substantial potential for enhancing educational experiences by making learning more interactive and accessible. These technologies are transforming various fields, including vocational education, medical training, and the Architecture, Engineering, and Construction (AEC) sector. This paper explores the benefits and challenges of integrating VR into educational settings, highlighting its role in bridging the gap between theoretical and practical learning, improving student engagement and motivation, and offering cost-effective training solutions. The findings suggest that while VR is not a complete replacement for traditional education, it is a valuable supplementary tool that can significantly enhance learning experiences and outcomes.

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Immersive Technologies in Higher Education

Cited by 3 publications

References 11 publications

Coordination of Actions Between Universities and Business: Development of a Data-Centric Interaction Tool

Coordination of Actions Between Universities and Business: Development of a Data-Centric Interaction Tool

Immersive Technologies in the Educational Practice of Russian Universities

Navigating the Virtual Classroom With Virtual Reality

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