The effectiveness of using virtual and augmented reality in the professional training of future teachers

Abstract

The purpose of the article was to analyze the features of using virtual and augmented reality in the professional training of future teachers and to determine their effectiveness in this process. To achieve the specified goal, general scientific research methods were used, namely, the analysis of scientific sources, synthesis of the obtained data to form a general idea about the researched issue, comparison of advantages and disadvantages of technologies, generalization. In the course of the study, it was found that virtual and augmented reality in education open up opportunities for modeling various educational situations. Each of these technologies is characterized by certain advantages and problematic issues. Both technologies create the effect of full or partial presence in an alternative space, which significantly changes the user experience in various areas. The main advantages of using virtual and augmented reality in the educational process of future teachers are accessibility, safety, full immersion in an immersive space, increased motivation for learning, individualization of learning, and formation of digital skills. However, there are certain risks of using these technologies in education, which are associated with loss of control over the situation in real life, excessive enthusiasm, psychological influence. Students of higher pedagogical education must understand the differences and responsibilities in the process of performing certain processes in the virtual environment and in real life. The use of augmented reality technologies in the educational process is effective due to material aspects, namely, due to the reduction of costs for the production of traditional paper teaching and methodical materials and, in some cases, the possibility of avoiding the need to create and use visual teaching aids. An important condition for the effectiveness of the introduction of immersive technologies into the educational process of future teachers is the adaptation of the management of higher education institutions and teachers to new conditions that require changes in approaches and competencies, as well as the creation of a motivational environment for the use of innovations.