Efficiency of using object and virtual visualization in the educational process

Abstract

Abstract: Objective. The study is aimed at analyzing the effectiveness of object and virtual visualization in the educational process and developing recommendations for their optimal combination to improve the quality of learning. The relevance of the study is due to the lack of comparative studies of these tools, objective methods of evaluation and analysis of their impact on students in blended and distance learning. Methods. A comprehensive methodology was used, including literature analysis, experimentation and model development. We analyzed 15 sources to identify gaps in the comparison of visualization. The experiment involving 120 students (grades 8-10) and 60 students (1-2 years) covered tasks in physics, biology, and history using physical models, posters, VR simulations, and AR applications. Performance was assessed by knowledge tests (0-100 points), task completion time metrics, and a motivation questionnaire (5-point scale). The methodology combined quantitative and qualitative data, although it had limitations due to the small sample size. Results. Object-based visualization proved to be more effective for basic understanding (biology tests: 82% vs. 75% for VR), while virtual visualization prevailed in the development of practical skills and motivation (engagement with VR increased by 30%). The key factors of effectiveness were identified: clarity of instructions, quality of equipment, cognitive load (high for younger students with VR), and costs (VR - $500, object visualization - $50-100). An adaptive model for combining visualization has been developed: for theoretical tasks in secondary school - 70% of subject matter (posters, models) and 30% of virtual (AR); for practical tasks in higher education - 60% of virtual (VR) and 40% of subject matter (prototypes). An evaluation methodology with a correlation coefficient of 0.85 is proposed, including tests, execution time, and motivation questionnaires. The combination of visualization increased test scores by 15% and engagement by 25%. Conclusions. The study confirmed the different advantages of object and virtual visualization depending on the tasks and age of students. The combination of these tools improves learning outcomes. Recommendations include using object-based visualization for theoretical learning, virtual visualization for practical tasks, teacher training through courses, and cloud-based VR platforms to save money. Further research should assess the long-term impact of visualization and its cost-effectiveness. Keywords: education, blended learning, cognitive load, teacher training.