Svitlana Lytvynova
https://orcid.org/0000-0002-5450-6635
Yuliia Nosenko
https://orcid.org/0000-0002-9149-8208
Alisa Sukhikh
https://orcid.org/0000-0001-8186-1715
SYSTEM FOR THE USE OF IMMERSIVE TECHNOLOGIESIN BLENDED LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS
Full text (pdf)
Language: Ukrainian
Abstract. The article substantiates the relevance of using immersive technologies (AR/VR) in the blended learning system in general secondary education institutions (GSEIs) in the context of digitalization and current challenges. The purpose of the study is to theoretically justify and develop a structural-functional system for the use of immersive technologies in blended learning in GSEIs. To achieve this goal, theoretical analysis, generalization of foreign and domestic research experience, and pedagogical design methods were used. The scientific novelty of the results obtained lies in the substantiation of the components of the system: content-target, technological, methodological, organizational-management, and reflective-analytical – each of which performs specific functions and ensures the integrity of the implementation of immersive technologies in line with the competency-based approach and the Concept of the “New Ukrainian School”. The proposed system allows flexible integration of AR/VR into blended learning in GSEIs, taking into account pedagogical expediency. An important result of the study is the creation of the author’s “Catalog of Immersive Services” for practical use by teachers. This electronic catalog aggregates various augmented and virtual reality services and contains a convenient filtering system to simplify the selection of services based on teachers’ needs such as educational level (grades 1–12), subject, interface language, paid/free, etc. The implementation of the system of using immersive technologies in blended learning in GSEIs will contribute to the development of digital competence of pupils and teachers, enhance motivation and improve the quality of the educational process. The practical significance of the results obtained lies in the fact that the developed approaches, models, and recommendations can be used by GSEI administration, teachers, and developers of educational and methodological support for the phased implementation of immersive services into the educational process. Further research will be aimed at a detailed justification of the methodology for using immersive technologies in school practice.
Keywords: immersive technologies, blended learning, general secondary education institution, system of using immersive technologies, methodology.
https://doi.org/10.32987/2617-8532-2025-3-22-35
Keywords: immersive technologies, blended learning, general secondary education institution, system of using immersive technologies, methodology.
https://doi.org/10.32987/2617-8532-2025-3-22-35
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20. Rashevska, N. (2024). Immersive technologies for teaching natural disciplines to students of senior classes of secondary education institutions. Academic Notes. Series: Pedagogical Sciences, 213, 222-228. DOI: https://doi.org/10.36550/2415-7988-2024-1-213-222-228 [in Ukrainian].
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3. Yang, K., Zhou, X., & Radu, I. (2020). XR Ed Framework: Designing Instruction driven and Learner centered Extended Reality Systems for Education. Human-Computer Interaction. DOI: https://doi.org/10.48550/arXiv.2010.13779.
4. Dias, F. A. F., Rodrigues, C. S. C., Teixeira, E. N., & Werner, C. (2023). Immersive Learning Frameworks: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 16(5), 736-747. DOI: https://doi.org/10.1109/TLT.2023.3242553.
5. Sun, J. C. Y., Ye, S. L., Yu, S. J., & Chiu, T. K. (2023). Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment. Journal of Science Education and Technology, 32, 1-12. DOI: https://doi.org/10.1007/s10956-022-10001-4.
6. Dovhal, S., & Buturlina, O. (2024). Immersive technologies and their impact on the modernization of the modern education system. Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, 2(2), 48-52. DOI: https://doi.org/10.54891/2786-7013-2023-2-11 [in Ukrainian].
7. Nosenko, Yu. (2024). Immersive technologies to support blended learning in Ukrainian general secondary schools. New Pedagogical Thought, 120(4), 32-38. DOI: https://doi.org/10.37026/2520-6427-2024-120-4-32-38 [in Ukrainian].
8. Vidak, A., Movre Šapić, I., Mešić, V., & Gomzi, V. (2024). Augmented Reality Technology in Teaching about Physics: A systematic review of opportunities and challenges. European Journal of Physics, 45(2), 023002. DOI: https://doi.org/10.1088/1361-6404/ad0e84.
9. Bondarenko, O., Pakhomova, O., & Lewoniewski, W. (2019). The didactic potential of virtual information educational environment as a tool of geography students training. Augmented Reality in Education, Proceedings of the 2nd International Workshop. Kryvyi Rih. URL: https://ceur-ws.org/Vol-2547/paper01.pdf.
10. Kovalenko, V. V., Marienko, M. V., & Sukhikh, A. S. (2021). Use of augmented and virtual reality tools in a general secondary education institution in the context of blended learning. Information Technologies and Learning Tools, 86(6), 70-86. DOI: https://doi.org/10.33407/itlt.v86i6.4664.
11. Sukhikh, A. S., & Polyashchenko, I. M. (2024). Immersive technologies in blended learning: prospects for application in inclusive education of secondary schools. Academic Notes. Series: Pedagogical Sciences, 216, 278-284. DOI: https://doi.org/10.36550/2415-7988-2024-1-216-278-284 [in Ukrainian].
12. Lytvynova, S. (2023). Immersive learning environment: a comparative analysis. Scientific Bulletin of Uzhhorod University. Series: Pedagogy. Social Work, 2(53), 76-82. DOI: https://doi.org/10.24144/2524-0609.2023.53.76-82 [in Ukrainian].
13. Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. DOI: https://doi.org/10.1016/j.edurev.2016.11.002.
14. Malykhin, O., Aristova, N., & Alieksieieva, S. (2022). Boosting lifelong learning for general secondary schoolteachers: digital competence development amid blended learning. Society. Integration. Education, Proceedings of the International Scientific Conference. Rēzekne. DOI: https://doi.org/10.17770/sie2022vol1.6859.
15. Bykov, V. Yu. (2008). Models of organizational systems of open education. Kyiv: Atika [in Ukrainian].
16. Lytvynova, S. (2016). Designing a cloud-based learning environment for general educational institution. Kyiv: Komprint. Retrieved from https://lib.iitta.gov.ua/id/eprint/106829/ [in Ukrainian].
17. Lytvynova, S., Nosenko, Yu., Rashevska, N., Slobodyanyk, O., Sokolyuk, O., Soroko, N., & Sukhikh, A. (2024). The use of immersive technologies by teachers in the process of blended learning in general secondary education institutions. Kyiv. Retrieved from https://lib.iitta.gov.ua/id/eprint/743977/ [in Ukrainian].
18. Nosenko, Yu. (2024). Immersive technologies in traditional and blended learning in general secondary education institutions: a comparative aspect. Physical and Mathematical Education, 39(5), 34-40. DOI: https://doi.org/10.31110/fmo2024.v39i5-05 [in Ukrainian].
19. Lytvynova, S. (2024). Methodological aspects of using 360-degree video in blended learning environment. Academic Notes. Series: Pedagogical Sciences, 213, 279-286. DOI: https://doi.org/10.36550/2415-7988-2024-1-213-279-286 [in Ukrainian].
20. Rashevska, N. (2024). Immersive technologies for teaching natural disciplines to students of senior classes of secondary education institutions. Academic Notes. Series: Pedagogical Sciences, 213, 222-228. DOI: https://doi.org/10.36550/2415-7988-2024-1-213-222-228 [in Ukrainian].
21. Institute for Digitalization of Education of the National Academy of Pedagogical Sciences of Ukraine (2025). Catalogue of Immersive Services. Retrieved from https://www.immersive-tools.pp.ua/ [in Ukrainian].
22. Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf.