Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation

Abstract

The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

“…In terms of the organization of environmental research and analysis of empirical data, it is necessary to ensure the study of STEM disciplines by means that effectively help: conduct research, create models to describe systems, organize experimental activities, conduct statistical processing of empirical data. The theory and practice of research can be linked through the use of simulators and virtual laboratories (Osadchyi et al, 2020b).…”

“…A comprehensive interdisciplinary study was conducted within the framework of scientific cooperation between the STEAM-laboratory and the Laboratory of psychophysiological research of Bogdan Khmelnitsky Melitopol State Pedagogical University (Osadchyi et al, 2020b). The methods used in the research process are: the method of analysis of theoretical sources, the study of advanced psychological and pedagogical experience of foreign and domestic scientists on the problem of implementing a competency-based and personality-oriented approach in the context of implementing a system of adaptive learning of students, empirical analysis of the impact of the LearningApps service on the development of the motivational component of professional training of future specialists in the context of adaptive learning; generalization and conceptualization to formulate the main provisions of the study; generalization and evaluation of the results of an empirical study.…”

Enhancing adaptive learning: leveraging interactive exercises through the LearningApps service

“…A comprehensive interdisciplinary study was conducted within the framework of scientific cooperation between the STEAM-laboratory and the Laboratory of psychophysiological research of Bogdan Khmelnitsky Melitopol State Pedagogical University [10]. The methods used in the research process are: the method of analysis of theoretical sources, the study of advanced psychological and pedagogical experience of foreign and domestic scientists on the problem of implementing a competency-based and personality-oriented approach in the context of implementing a system of adaptive learning of students, empirical analysis of the impact of the LearningApps service on the development of the motivational component of professional training of future specialists in the context of adaptive learning; generalization and conceptualization to formulate the main provisions of the study; generalization and evaluation of the results of an empirical study.…”

The Potential of AR Solutions for Behavioral Learning: A Scoping Review

“…With regard to the most used devices for the utilization of AR content in the scholastic and academic settings, smartphones and tablets prevailed (17 papers out of the 26 selected), and only in rare cases were PCs and webcams still used [25,33,41]. Few works introduced wearable devices such as smart glasses [23], HoloLens [43], and helmets [32] or integrated advanced technologies such as the kinectical skeletal tracking system to AR solutions [26]. Almost all of the reviewed papers described marker-based AR solutions using both paper markers and objects as triggers [27,28,31,36].…”

“…Concerning the theoretical framework, some of these papers were based on traditional approaches to the treatment of behavior such as behavioral change [20,23,24,26], social modeling [31,34], and cognitive behavioral [32,39] approaches. Other papers addressed behavioral training from the perspective of concept mapping [33], visual novel [21], theatrebased training [31], and coaching [37] or were inspired by more general theories, such as neuroconstructivism [28], the persuasion theory [24], and the theory of reasoned action [34].…”