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Using Augmented Reality Technology in Higher Education Institutions

Author

Listed:
  • Roman Gurevych

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine)

  • Anatolii Silveistr

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine)

  • Mykola Ðœokliuk

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine)

  • Iryna Shaposhnikova

    (National Pedagogical Dragomanov University, Kyiv, Ukraine)

  • Galyna Gordiichuk

    (Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine)

  • Svitlana Saiapina

    (State Higher Educational Institution "Dondas State Pedagogical University", Sloviansk,Ukraine)

Abstract

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance learning. Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning.

Suggested Citation

  • Roman Gurevych & Anatolii Silveistr & Mykola Ðœokliuk & Iryna Shaposhnikova & Galyna Gordiichuk & Svitlana Saiapina, 2021. "Using Augmented Reality Technology in Higher Education Institutions," Postmodern Openings, Editura Lumen, Department of Economics, vol. 12(2), pages 109-132, July.
    • Handle: RePEc:lum:rev3rl:v:12:y:2021:i:2:p:109-132
    DOI: https://doi.org/10.18662/po/12.2/299
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    Citations

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    Cited by:

    1. Murielle G. Kluge & Steven Maltby & Angela Keynes & Eugene Nalivaiko & Darrell J. R. Evans & Frederick R. Walker, 2022. "Current State and General Perceptions of the Use of Extended Reality (XR) Technology at the University of Newcastle: Interviews and Surveys From Staff and Students," SAGE Open, , vol. 12(2), pages 21582440221, April.
    2. Gizéh Rangel-de Lázaro & Josep M. Duart, 2023. "You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education," Sustainability, MDPI, vol. 15(4), pages 1-23, February.

    More about this item

    Keywords

    visualization; learning environment; educational process; physics; physics classes; pedagogical universities;
    All these keywords.

    JEL classification:

    • I12 - Health, Education, and Welfare - - Health - - - Health Behavior
    • I2 - Health, Education, and Welfare - - Education
    • O0 - Economic Development, Innovation, Technological Change, and Growth - - General

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