IMMERSIVE LEARNING ENVIRONMENT: A COMPARATIVE ANALYSIS

Abstract

The article is devoted to the current problem of development of the educational environment of general secondary education institutions (GSEI) in the conditions of digital technologies that are intensively developing. The purpose of the article is to carry out a comparative analysis of traditional, immersive learning environments and distance learning. The article justifies the main components of the immersive learning environment: virtual reality, augmented reality, mixed reality 360-degree video, multiplayer games, interactive simulations. Eleven characteristics were chosen to compare the traditional, immersive learning and distance learning environment: physical environment, teacher role, student role, advantages, disadvantages, technology, experience, knowledge acquisition, motivation, capture features/immersion, availability, depth of immersion in learning. The general problems of using an immersive learning environment are highlighted, in particular: discomfort, inaccuracies in tracking objects, difficulties in using equipment. Reasoned factors that hinder the effective introduction of immersive learning in educational practice, namely: the complexity of the content of natural and mathematical objects and the abstractness of theoretical material, a limited number of hours to study topics and consolidate skills and build competencies, a long period of distance and mixed learning, which is the result of modern educational challenges. Further research requires justification of the digital impact on the educational process in general secondary education institutions, justification of the concept of immersive learning, principles and approaches of immersion in learning, stages of immersion, forms and methods of implementation of immersion.