Abstract
This article studies the effects of application of digital environment with extended number of variables for assessment of learning activity by teachers and principals. In the case analyzed in this article, the virtual reality (VR) technologies were implemented into schools. The main method of studies is structured survey with participants in the innovation project. The main experimental results presented in this article are the necessity to account for existing business processes in educational entities, cardinal rearrangement of learning process based on the principle of individual learning, integration of all applied assessment systems, formation of special module providing analysis of overall data combination. Implementation of VR technologies should be preceded by multi-aspect preparation of personnel, covering both technological aspects and variation of occupational position. This article discusses opportunities of efficient usage of VR technologies in learning process.
Highlights
All educational systems in this or that way assess educational achievements
In Russian psychology and pedagogics, analysis of assessment issues in learning process was conventionally related with the influence of assessment on personal development of learning activity of a student. Another trend of analysis of assessment issues was related with didactics and pedagogical management
This work was aimed at investigation into primary effects of virtual reality (VR) technologies as a tool of knowledge assessment
Summary
All educational systems in this or that way assess educational achievements. It is quite natural that in modern managerial practices based on digital tools, the sphere of control and assessment varies qualitatively: in particular, more and more variables are exposed to measurements and assessment. In Russian psychology and pedagogics, analysis of assessment issues in learning process was conventionally related (starting from the 1930-s) with the influence of assessment on personal development of learning activity of a student. Another trend of analysis of assessment issues was related with didactics and pedagogical management. Various aspects of this problem were discussed by Mikhailychev [1], Polonskii [2], Bespalko [3], and others. It should be mentioned that Bespalko pioneered allocation of automated elements in the management of learning process [3]
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