FOMENKO O.V.
1st year graduate student
Scientific adviser: Salnyk I.V.
Doctor of Pedagogical Sciences, Professor of Physics, Biology
and methods of their training
Central Ukrainian State Pedagogical
Vladimir Vinnichenko University
Today, a new type of social structure is being formed – the information society, where the use of information and communication technologies becomes a necessary condition for mastering and effectively using new information: educational, professional and scientific. The issue of organizing the educational process in connection with a significant reduction in classroom hours in natural disciplines and limited access to laboratories of natural disciplines, in the context of distance learning, requires revision and improvement of the forms and methods of education. According to the new didactic concept of a holistic educational process in professional higher education, it is advisable to use the potential of modern immersive virtual technologies (VR) and augmented reality (AR) related to mobile learning technologies. According to researchers: S.A. Semerikova, M.I. Stryuka, N.V. Moiseenko [1] “in mobile learning, it becomes possible to monitor learning in real time and provide high saturation of content”, in their opinion, mobile learning is a means of overcoming the digital barrier.
Students of the Kirovograd Medical Professional College named after Mukhin took part in testing the BookVar augmented reality application in physics classes. The advantages of the application are:
- simple interface and easy installation on a mobile phone;
- excellent opportunity to visualize and update the textbook material;
- structured by topics according to the program;
augmented reality developed for the entire school year
physics: for 7th, 8th, 9th, 10th and 11th grades; - Students have the opportunity to browse repeatedly
virtual animations, analyze and discuss with the teacher; - the phone becomes not an “obstacle” in class, but a necessary
tool of knowledge.
At present, the developers have not created a virtual physical laboratory, which would allow students to remotely and virtually conduct experimental experiments and laboratory research. A prerequisite for using the BookVar mobile application is access to the Internet and a physics textbook (paper or electronic version). In our opinion, the main disadvantage of this application will be that in the future it is planned to make it paid.
The use of the ArBook mobile application also interested students, the biggest advantage is that it is free, but:
- some models of mobile phones do not support AR and it is only possible to use 3D models;
- structured only by sections, the amount of visibility is still small;
- it takes a certain time to download the application;
- testing is not developed.
Electricity AR application, developed at the Department of Crystal Physics of the Faculty of Physics named Karazin, was used in the study of the section “Electricity”. Benefits of the mobile application:
- easily installed on any model of mobile phone and takes up little space;
- helps to establish a correspondence between the symbol of the device on the diagram and the real view;
- can be used to determine the division value of the device and read the values of the devices.
To use it requires access to the Internet and printouts of special cards. After testing augmented reality applications, a survey was conducted among students who noted that the use of augmented reality technologies made their learning more interesting, helps them understand complex concepts in physics, and the BookVar application makes them work with a textbook more often.
The use of augmented reality technologies in the educational process shifts the focus from the subject (object) of learning to the subject of learning – the student, allows you to individualize learning based on the needs of the student himself, there is no connection to the classroom – learning becomes mobile and can take place both in synchronism (together with the whole group ) and asynchronously. And also the use of augmented reality in education sets new tasks for us: to develop holistic methodological systems for teaching courses in natural disciplines using immersive learning technologies.
References
- Semerikov S.O., Stryuk M.I., Moiseenko N.V. Mobile learning: historical and technological dimension. Theory and practice of organization of independent work of students of higher educational institutions: monograph. Kryvyi Rih, 2012, pp. 188-242.