ИСПОЛЬЗОВАНИЕ ИММЕРСИВНЫХ СИСТЕМ В КАЧЕСТВЕ ОБЪЕКТА И СРЕДСТВА ОБУЧЕНИЯ

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Augmented reality (AR) and virtual reality (VR) are immersive technologies that allow users to get acquainted with digital content both in physical and virtual space, expanding the possibilities of the educational environment. The relevance of the research is due to the growing introduction of virtual and augmented reality technologies in the educational environment. The research problem: what are the mechanisms for using immersive technologies of augmented and virtual reality in the field of innovative development of educational services in higher education? The aim of the research is to study the features of the application of immersive learning programs using AR/VR technologies in higher education. The methodological basis of the study is the analysis of Internet resources and literary sources, the study and generalization of pedagogical experience, synthesis. The results of the research are: the main advantages of using AR and VR technologies have been considered, possible options for introducing immersive educational technologies into the educational process proposed, the problems of their integration into the educational process of higher educational institutions and ways to overcome these problems identified. Key conclusions: AR/VR technologies are a promising addition to the educational space due to their immersive nature; in higher education, the use of immersive technologies can increase student engagement in the learning process, help students understand abstract concepts, allow for more personalized learning approaches, and improve learning analytics; when introducing AR / VR into the educational process. It is necessary to determine the goals and desired learning outcomes, choose a technology for work, organize a safe learning environment, plan the course structure. The main problems in the implementation of AR / VR are the high cost of technology and development, the need for regular software and hardware updates, health and safety risks for users, and technological problems.

The article is devoted to the problem of using immersive technologies in primary education. It was found that immersive technologies have rapidly developed in recent years from doubtfully promising to trendy and used everywhere. It has been proven that their introduction into the educational process of the New Ukrainian School is a need today and a factor in improving the quality of education. The purpose of the article is determined: to study the peculiarities of the use of immersive technologies in primary education. The essence of immersive technologies has been clarified. The components of immersive technologies are highlighted: real (objective), augmented (added) and virtual reality. The qualitative characteristics of the use of immersive technologies in primary education have been determined. Examples of the use of immersive technologies in the process of studying various educational fields of primary education are given, in particular: language and literature, mathematics, natural sciences, informatics, technology, social and health care, civics and history, art and physical education. It was determined that the use of immersive technologies in primary classes may include: virtual tours, virtual laboratories, AR-books, AR-games, 3D modeling. Some applications of immersive technologies for use in primary education are proposed. In the process of studying the features of immersive technologies in primary education, the advantages and disadvantages of their use were determined. It was found that immersive technologies contribute to the improvement of the quality of the educational process, making it more interactive, adaptable and exciting for schoolchildren; expand learning opportunities; contribute to a better understanding of complex concepts; stimulate motivation and interest in learning, memory and concentration, creativity and activity of younger schoolchildren. It was found that the use of immersive technologies in education significantly expands the toolkit of a modern specialist. Key words: immersive technologies, virtual reality, augmented reality, application, younger students, primary education.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

: The developments in the Engineering domain have risen at an unprecedented rate in the past three decades. New technologies emerge every year and find their use case in multiple industries, also impacting the higher education as a whole. The present ecosystem demands industry-ready graduates from higher education institutes. To meet this, inculcation of newly developed technologies in the engineering education domain is a must. The retention span of Millennials in the traditional classroom settings has lowered down, posing the biggest challenge in student learning outcome at the higher education level. To solve this problem, interactive and immersive technologies has played a significant role through the use of Augmented Reality (AR), Virtual Reality (VR), and Gamification in a modern classroom setting. These technologies are capable of being used online as well as offline, and promise to deliver an enhanced user experience. The use of such tools also improves the student engagement by virtue of interactive content during the classroom session. This results in improved student learning and motivation in various domains of higher education. This paper focuses on the engineering education domain and discusses the role of these technologies in improving student understanding of intricate concepts of various engineering disciplines. A study of research papers presenting different digital learning platforms developed using these technologies from 2017 to 2021 was done, and it was concluded that the trends and technologies discussed in this paper have been tested and proven to be beneficial in engineering education. Further, developing a low-cost learning system using immersive and interactive technologies, and upgrading the present classroom set-up and skill set of instructors to make them significantly capable of utilizing the benefits offered by these technologies is yet to be achieved. Keywords : Higher Education, Education Technology, Augmented and Virtual Reality, Immersive Technology, Interactive Teaching- Learning, Game-Based Learning, Online Teaching- Learning

The modern advancement and interdisciplinary use of virtual reality (VR) and augmented reality (AR) immersive technologies has rapidly evolved and in parallel has also advanced the way medical education is being taught in the 21 st century. However, the development of careful, evidence-based reports evaluating which VR and AR technologies, pedagogical methods, and instructional designs are most effective has not kept pace with the rapid increase in reports on educational use of immersive technologies. As a result, there are currently several gaps within the field regarding which immersive technologies and teaching methods have been proven to be effective for instructional learning. The questions that arise from these gaps in the literature seek to address the following: what are the best contexts for integrating immersive technologies into the pedagogical curriculum; what instructional designs work best and why; and how does such VR and AR pedagogy influence the learner's cognitive load when compared to the traditional lecture. These questions are important for the field to address as it moves forward, in order to provide evidence-based teaching and research. Such corroborating evidence will guide the future development of immersive technology pedagogy in medical science education.As technology and the curriculum for medical science education continues to evolve, it is important to continue to gather papers that serve to "Redefine The Pedagogy in Virtual And Augmented Reality in Medical Science Education" to track both the history, the advancements, and to evaluate what has been deemed both effective and ineffective pedagogical developments. These VR and AR advancements have been increasingly sought after since the coronavirus-19 (COVID-19) as a means to keep learning immersive, relevant, and timely. Additionally, the need to create such immersive learning with firstperson point-of-view (FP-POV) technology has become increasingly sought after. The first two papers in this special issue highlight some of these advancements. A thorough evaluation comparing VR standardizing these pedagogical efforts, we can learn how to tailor the pedagogy for student learners 95 at the undergraduate, high school, and K-12 levels to be more able to utilize AR and VR for future 96 careers in the medical fields. This approach will not only introduce VR and AR earlier in the curriculum 97 but also scaffold their procedural learning skill sets throughout their educational years. This will help 98 students at all learning levels to integrate these procedural skill sets in accordance with Bloom's 99 taxonomy of learning (i.e., remembering, understanding, applying, analyzing, evaluating, and creating 100 content). What can be foreseen is an emergent immersive curriculum that can produce richer applied 101 learning experiences with more memorable content through procedural skill sets that enhance and 102 supplement the students' content knowledge; all of which serves to educate students by increasing their 103 competencies and proficiencies, and reducing errors when working in a wide range of medical sciences.

The purpose of the study. The problem of using the capabilities of artificial intelligence and immersive technologies in educational programs is being updated. The article is devoted to the analysis of the role, functions and significance of artificial intelligence and immersive learning technologies in the development of an open educational environment and its personal segments formed by subjects of educational relations in the process of preparing graduates of pedagogical universities to change the conditions of modern society. The possibilities of Generative Pretrained Transformers (GPT) and virtual reality in its various manifestations (AR, VR, AVR) are discussed. Their influence on the formation of the personal educational environment of graduates of pedagogical universities is shown.Materials and methods. The method of comparative analysis of scientific publications in the field of artificial intelligence development, immersive learning technologies, and the formation of a personal educational environment is used. The capabilities of a number of GPT services have been experimentally tested. The ideas about the role and functions of new resources in improving the educational process are summarized. The forecast of the integration of artificial intelligence and immersive technologies in pedagogical education is given.The results of the study. It is shown that Generative Pretrained Transformers are able to implement reference and encyclopedic, constructive and creative, analytical, control and training functions in the educational process while observing the ethics of their application. The connection between the development of artificial intelligence and the appearance in the global information network of virtual characters imitating human appearance and behavior in various contexts, and anthropomorphic robots capable of communicating with humans for educational purposes is indicated. Attention is drawn to the inclusion of new means of communication with artificial intelligence in the personal educational environment of the lecturer, which provides him/her with a combination of the functions of a supplier and at the same time a consumer of knowledge. The prospects of the emergence of virtual and anthropomorphic pedagogical agents with artificial intelligence in the education system and in informal communications are assessed. The educational possibilities of augmented reality, virtual reality and augmented virtual reality as means of immersive learning technologies are defined. The pedagogical and technological conditions for the safe use of immersive learning technologies are given. It is noted that the creation of personal educational environments with components of artificial intelligence and immersive technologies makes it possible to organize the processes of teaching and self-education of a lecturer, ensuring the subjective nature of his/her personal and professional growth and mobility in a complicated world.Conclusion. The conclusion is made that the creativity of innovative lecturers, which is visible in their open educational environments, is a resource for overcoming the reproductive nature of the functioning of pre-trained neural networks. The authors believe that positive feedback in the joint evolution of artificial intelligence (AI) tools and personal segments of the open educational space will contribute to the transformation of the existing information society into a learning society. This makes it possible to form a system of open meta-education according to the needs of each individual.

Problem and goal. Virtual, augmented mixed reality and augmented virtuality are becoming integral attributes of the immersive educational environment, disposed to continuous learning and comprehensive development. The relevance of the study of models of using immersive technologies in the activities of a computer science teacher is beyond doubt, because they are the real embodiment of new methodological ideas and approaches. Methodology. In the course of the research, the analysis of models of immersive learning technologies for the practical activities of a computer science teacher was carried out. On its basis, a set of computer tools and equipment has been proposed that allows introducing immersive technologies into educational practice. Results. Methodological recommendations on the use of virtual, augmented and mixed reality technologies both in informatics lessons and after school hours are presented. The key topics of the computer science program, in which it is advisable to use immersive technologies, have been identified. Methodological approaches to the transformation of informatics teaching in the context of digitalization of education have been formulated. Conclusion. The results of the study indicate that immersive learning technologies can be successfully applied both in informatics lessons and outside the classroom. They not only contribute to the immersion of students in an interactive environment, but also increase the interest, motivation and quality of their knowledge. Lessons using immersive technologies open up new opportunities for a computer science teacher for professional growth, methodological and subject self-improvement.

Purpose: This study investigates the transformative role of augmented reality (AR) and virtual reality (VR) technologies in e-commerce and digital marketing. It aims to understand how these immersive technologies enhance consumer experiences by addressing challenges such as product visualization, consumer trust, and engagement while fostering higher purchase intent and customer satisfaction. Design/Method/Approach: A systematic literature review synthesizes findings from empirical and theoretical studies published between 2011 and 2024. The methodologies analyzed include experimental designs, market analyses, and conceptual frameworks assessing the integration of AR and VR technologies in online retail. Findings: The findings indicate that AR enhances online shopping through features such as virtual try-ons and spatial placement visualization, reducing return rates and increasing purchase confidence. VR, on the other hand, provides immersive environments that simulate physical shopping experiences, strengthening consumer-brand connections. While AR demonstrates broader applicability in fostering interactive and personalized experiences, VR remains limited by accessibility and cost constraints. Both technologies exhibit immediate costs but offer long-term benefits, positively influencing conversion rates and customer loyalty. Theoretical Implications: This study contributes to consumer behavior research by applying value perception models, immersive technology frameworks, and engagement metrics to the e-commerce landscape. It refines existing theoretical perspectives on technological adoption by highlighting the interplay between sensory engagement, emotional connection, and consumer decision-making. Practical Implications: The research underscores the strategic importance of integrating AR and VR into digital marketing and e-commerce platforms. It suggests leveraging AR for product categories requiring spatial interaction and using VR for high-detail product exploration. The study provides actionable insights for businesses looking to enhance online shopping experiences through immersive technologies. Originality/Value: This study offers a comprehensive synthesis of AR and VR applications in e-commerce, highlighting their potential to reshape online shopping. By bridging the gap between physical and digital retail experiences, it provides a fresh perspective on how immersive technologies can drive engagement, accessibility, and personalized consumer interactions. Research Limitations/Future Research: While this study synthesizes existing literature, empirical validation through longitudinal studies and cross-industry applications is necessary. Future research should explore the long-term effects of AR and VR adoption on consumer trust, loyalty, and behavioral changes. Additionally, further exploration is encouraged into gamification, artificial intelligence (AI) integration, and demographic-specific implementations to drive sustainable engagement.

The integration of immersive technology into educational settings has garnered substantial interest as a potential means to improve teaching and learning (TnL)experiences. The dynamic landscape of education demands innovative approaches to engage, motivate, and empower both educators and learners. Immersive technology, including Virtual Reality (VR), Augmented Reality (AR), as well as Mixed Reality (MR), provides uncommon probabilities to transcend traditional classroom boundaries and provide interactive and immersive learning experiences. However, to harness the full potential of immersive technology, a clear understanding of the conceptual frameworks guiding its implementation is essential. This study utilizes the PRISMA approach. Furthermore, the systematic search of academic databases using the Web of Science (WoS) as well as the Scopus database resulted in an extensive selection of studies, reviews and articles related to immersive learning. Following the implementation of an advanced search approach utilizing keywords (1. Immersive learning, 2. AR, as well as 3. Technology Impact on TnL), the systematic review process yielded a diverse array of articles. These articles were identified and included in the review due to their exploration of the conceptual frameworks that underlie the integration of immersive technology in the field of education. Additionally, the review reveals common themes and emerging trends within the field, shedding light on the diverse approaches to leveraging immersive technology for TnL. The final finding data is (n: 29), which reviews identified key themes. Expect validation to be divided into three themes, which are (1) Immersive learning, (2) AR, and (3) Technology Impact on TnL. Meanwhile, the findings emphasize the importance of well-defined theoretical foundations and best practices when implementing immersive technology for educational purposes. The review underscores the importance of ongoing research as well as innovation in the domain of immersive technology to fully exploit its potential for enhancing TnL experiences. In essence, this systematic review adds to the continued conversation about the efficient utilization of immersive technology in education and paves the way for further exploration and advancement in this field.

The article examines modern methods of implementing immersive technologies such as augmented reality (AR), virtual reality (VR), and mixed reality (MR) in the training of future teachers. The theoretical and methodological foundations of the use of immersive technologies in higher education institutions are considered, along with key concepts necessary for an accurate understanding of the research findings. Based on the analysis of AR technology implementation in teacher education in Ukraine and abroad, the main advantages, opportunities, and challenges of using VR and MR to expand the digital learning environment are identified. Special attention is given to issues of learner motivation through immersive applications, the formation of future teachers’ information culture, development of emotional intelligence and creative thinking, as well as the acquisition of core digital competencies. The article presents practical outcomes of applying immersive technologies in teacher training, including the creation of electronic textbooks with interactive AR objects and collaborative task completion. It highlights methods for selecting and utilizing software to create immersive learning content, and explores students’ perceptions of advanced technologies and their impact on learning outcomes. The analysis revealed that integrating immersive technologies into the educational process can improve student performance, stimulate cognitive activity, and provide more opportunities for personalized and individualized learning. The study outlines the broad potential for using immersive technologies in teacher training, including the creation of educational metaverses, the advancement of inclusive education, and interdisciplinary integration. In addition, the improvement of infrastructure and methodological support is necessary to ensure the effective integration of augmented, virtual, and mixed reality into the professional preparation of future teachers.

Immersive technologies have thrived on a strong foundation of software and hardware, injecting vitality into medical training. This surge has witnessed numerous endeavors incorporating immersive technologies into surgery simulation for surgical skills training, with a growing number of researchers delving into this domain. Relevant experiences and patterns need to be summarized urgently to enable researchers to establish a comprehensive understanding of this field, thus promoting its continuous growth. This study provides a forward-looking perspective by reviewing the latest development of immersive interactive technologies for surgery simulation. The investigation commences from a technological standpoint, delving into the core aspects of virtual reality (VR), augmented reality (AR) and mixed reality (MR) technologies, namely, haptic rendering and tracking. Subsequently, we summarize recent work based on the categorization of minimally invasive surgery (MIS) and open surgery simulations. Finally, the study showcases the impressive performance and expansive potential of immersive technologies in surgical simulation while also discussing the current limitations. We find that the design of interaction and the choice of immersive technology in virtual surgery development should be closely related to the corresponding interactive operations in the real surgical speciality. This alignment facilitates targeted technological adaptations in the direction of greater applicability and fidelity of simulation.

The inclusion of immersive technologies such as augmented reality, virtual reality and mixed reality in the curriculum provides potential pedagogical benefits: providing a platform to increase student engagement, interaction, enjoyment, and a managed reflective learning experience. Research goal: theoretical justification for the use of immersive technologies in the educational process and the development of a blended course “Using the technologies of augmented and virtual reality in the practice of modern educational institutions” for retraining teachers. Research objectives: to determine the role and place of augmented and virtual reality technologies in the educational process and their use in teacher retraining for the formation of professional competence. Object of research: the formation of professional competencies of teachers in the retraining process. Subject of research: immersive technologies as a component of the school educational environment. Used research methods: theoretical methods containing analysis of scientific sources; empirical methods of interviewing and questioning teachers. Research results: analysis of scientific publications allows us to define the concept of augmented and virtual reality, its types, directions of using augmented and virtual reality in education, examples of its application in the educational process. The developed course “Using the technologies of augmented and virtual reality in the practice of modern educational institutions” for the retraining of teachers allows the formation of professional information and communication technologies competencies of teachers. Main conclusions: the introduction of immersive technologies in the educational process increases the effectiveness of training, promotes the development of logical thinking of students and increases the level of motivation of participants in the educational process. The identified gaps indicate the shortcomings of technical and methodological support for teachers to implement immersive technologies for education, which may motivate further work in the field.

Medical simulations bridge theory and practice in immersive settings. During this unique form of education, learners experience challenging medical scenarios without risking patient harm. The effectiveness of simulations stem from their ability to induce autonomic stress responses, which potentiate memory formation. Educators have adopted virtual reality (VR) and augmented reality (AR) to supplement traditional, mannequin-based simulations. In this Pro-Con commentary article, we discuss the competitive advantages and limitations of VR and AR simulation for medical training. VR uses computer-generated images (CGI) within head-mounted displays (HMDs) to enhance learning. Gamification of medical procedures in VR improves acquisition of complex skills, positioning VR simulation as a pivotal training tool. Participant embodiment while in VR develops non-technical skills such as improved communication and enhanced empathy. The placement of participants within CGI worlds that would otherwise be difficult or impossible to recreate situate VR as the ideal next step in simulation evolution. VR is superior to AR given its lower hardware costs, expansive software libraries, and complete immersion in CGI compared to limited holographic fields of view within AR. By displaying holograms within the participant's natural world, AR is primed to replace screen and VR technologies as the premier learning adjunct. The integration of real-world instruments with AR holograms provides innumerable methods for teaching procedural skills. In addition, AR enhances pre- and intra-operative planning by overlaying holographic, radiographic patient images over their own bodies. Because AR has the unique feature of maintaining direct eye contact between participants, scenarios that improve communication skills are easily created with holograms in the real world, eliminating the need for an entirely CGI VR environment. Immersive simulation efforts should skip the costs of creating VR scenarios and redirect efforts to developing AR simulation software. Although both VR and AR have limitations related to cost and ergonomics, immersive technologies are relatively more affordable and versatile than traditional mannequins and physical simulation centers. As adjuncts to enhance traditional simulation curricula, we advocate for continued research to demonstrate the validity and utility of these immersive technologies.

The rapid development of Augmented Reality (AR) and Virtual Reality (VR) technologies has profoundly influenced various sectors, including graphic design. These immersive technologies are transforming the way designers create and interact with visual content, providing innovative methods to engage audiences. This paper explores the applications of AR and VR in graphic design, with a specific focus on their roles in advertising, product visualization, security features, and product packaging optimization. In advertising, AR and VR offer brands unique opportunities to create interactive and memorable experiences. AR-enhanced print ads can turn static images into dynamic content when viewed through a smartphone, while VR campaigns immerse users in a brand’s narrative, offering a level of presence and engagement unattainable by traditional media. These technologies capture attention and cultivate deeper connections with consumers by delivering personalized and interactive experiences. For product visualization, AR and VR enable designers to develop detailed and interactive 3D models. These models can be examined and manipulated within a virtual space, providing a comprehensive view of the product from all angles. Additionally, AR allows customers to visualize products in their own environments before purchasing, thereby improving decision-making processes and enhancing satisfaction. This capability is particularly beneficial in industries like automotive, real estate, and fashion, where contextual visualization significantly influences buying decisions. AR and VR can also enhance security features in product packaging. By embedding AR markers or VR verification steps, brands offer consumers a way to authenticate products, reducing the risk of counterfeiting and ensuring that customers receive genuine products. Furthermore, AR and VR technologies optimize product packaging design through virtual prototyping and simulation. This allows designers to test different packaging concepts cost-effectively and efficiently, leading to better design outcomes and reduced material waste. Despite the promising applications, adopting AR and VR in graphic design presents challenges, including the need for new skills and knowledge, potential high costs of implementation, and the necessity for continuous technological updates. However, as AR and VR technologies evolve, they possess immense potential to redefine user interaction within graphic design. AR and VR are expanding the boundaries of graphic design by offering innovative ways to create immersive and engaging experiences, enhance security features, and optimize product packaging. These technologies will significantly shape the future of user interaction, positioning graphic design professionals at the forefront of technological advancements.