Psychological and pedagogical safety of virtual games recommended for junior schoolchildren

Abstract

Relevance. There is a gradual introduction of virtual reality technologies in the education of younger students in different countries. In the Russian Federation, several national projects have been announced related to the digitalization of the educational environment of educational institutions (Education project). To work with younger students, virtual programs developed in different countries that have not been tested in our country are used; when choosing programs, teachers rely on the manufacturer's label. The relevance of the study is related to the need to ensure the psychological safety of a virtual product for younger students. The purpose of the study: an expert assessment of the psychological safety of virtual games for primary school age and a comparison of the recommendations of games made by experts and manufacturers. Materials and methods. Research method: psychological and pedagogical examination of the safety of VR games. Statistical methods: Cronbach's α to assess the reliability of expertise, φ* Fisher's test for comparative analysis. Object of study: 10 VR games randomly selected for analysis, 5 games marked "for family viewing", 5 games – "for viewing with restrictions". Experts: educational psychologists, primary school teachers, parents of primary school students (2 people each). Results of the study: 1) all games were considered safe for younger students. 70% – according to the level of safety corresponds to the age norm, of which 20% of games with a level of danger below average, and 10% – above average. 30% of games have a level of danger below the age norm. 2) recommendations for the use of certain VR games in the educational environment of experts and manufacturers differed significantly (p<0.05): manufacturers recommended all 100% of the games (50% of them with restrictions), experts recommended 90% (10% – with restrictions), 10% of games – the recommendation is denied. Scientific novelty. For the first time, the need to conduct a psychological and pedagogical examination of VR games before use in the educational environment of elementary school has been empirically substantiated. There are 4 groups of risks: increased impact on the vestibular apparatus, increased impact on vision, stimulation of hyperactivity, violation of the body scheme and the emergence of a sense of vulnerability.