Integration of Digital and Pedagogical Technologies in the Process of Teaching Students of Socio-Economic and Pedagogical Areas of Training

Abstract

Тhis study examines how to integrate the benefits of role-playing, collaborative and interactive learning, and realistic case studies in a virtual environment. The article describes the experience of implementing an educational model based on the online virtual reality platform Second Life (SL), which provides students with the opportunity to participate in role-playing games, interactive learning, and social interaction in the learning process. The proposed model consists of three modules: the module for the preparation of information, joint modeling, a reflexive module that provides practical skills by participating in a 3D game. Students and teachers who participated in the testing of the model gave a positive assessment. The main goal of developing an educational model that's based on Second Life is to improve the educational process, using the advantages of role-playing games, collaborative and interactive learning, as well as realistic cases in a virtual environment. This can be achieved using three modules: an information preparation module, a joint simulation module for studying the situation, and a reflexive module. Unlike some virtual educational systems, this model is specifically designed to help students understand the causes of problems and how to solve them through data visualization and simple modeling, easy communication, flexible interaction, collaboration, and immersion in the SL environment. By integrating the three modules in the SL environment, the model will provide more opportunities for effective collaborative learning in various fields of knowledge. In the information preparation module, teachers and students use moving avatars to perform all the actions presented in the demo virtual room in SL with the support of the Semantic Wiki Template. This template provides the platform with sections of information on the studied subject. Using it, teachers can easily pass practical tasks to the student, while students can respond and present results without having any deep training in the field of information technology.