The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning

Abstract

In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a

Proceedings of the 9th Workshop on Cloud Technologies in Education (CTE 2021). Kryvyi Rih, Ukraine, December 17, 2021

“…This article highlights further research by the authors, begun in [109,110,111,112,113,114,115,116,117,118,119,120,121,122].…”

Augmented and Virtual Reality in HRM Development

“…According to Bogdan and Martin, Virtual Reality (VR) and Augmented Reality (AR) are the latest innovations, which stand out for interactivity and immersion in virtual environments, so that individuals can enter a controlled virtual environment and interact with objects or people, as if they were physically present. Applicability and its potential are evident in several fields of activity, such as the health sector, games, education, tourism (De Paolis & Bourdot, 2020;Osadchyi et al, 2020). Virtual reality (VR), which depicts the simulation world, has undergone numerous technological evolutions in the past decade, as a result of technological advancements including telepresence.…”

Educational Technology Quarterly: in the beginning

“…WWW: http://osadchyi.mdpu.org.ua/ ORCID: https://orcid.org/0000-0001-5659-4774 Notable works: Kruglyk and Osadchyi [104], Osadchyi, Osadcha and Eremeev [150], Osadchyi, Valko and Kuzmich [152], Osadchyi et al [153], Valko and Osadchyi [233].…”