Using interactive semantic networks as an augmented reality element in autonomous learning

R O Tarasenko,S O Semerikov,S M Amelina,V D Shynkaruk

doi:10.1088/1742-6596/1946/1/012023

Abstract

This paper focuses on the using augmented reality elements in the educational process, in particular in autonomous learning. The possibility of using interactive semantic networks in learning foreign languages is considered. The technology of selection and structuring of specialised terminology on the basis of interactive semantic networks for their further use in the study of foreign languages and mastering automated translation systems has been developed and proposed. The criteria for creating and supplementing terminological databases with appropriate structuring of the domain terminology selected on the basis of interactive semantic networks have been defined, namely universality, structurability, convertibility, extensibility. The possibility of further use of terminology bases for foreign language learning using mobile applications, mastering Computer Aided Translation (CAT) systems, mastering Computer Aided Interpretation (CAI) are outlined. Based on the practical use of the developed technology in the process of autonomous training of translators, positive results have been concretised and areas for further activities in their technological training have been identified.

Highlights

In a changing world at the beginning of the 21st century, education is changing rapidly
This paper focuses on the using augmented reality elements in the educational process, in particular in autonomous learning
An important part of this training is for translators to acquire skills in working with electronic terminology resources, such as searching, structuring, storing, using terminology in computer-assisted translation (CAT) systems, computer-assisted interpreting (CAI) systems, interactive foreign language learning systems and the like

Summary

Introduction

In a changing world at the beginning of the 21st century, education is changing rapidly. Learning is seen as a lifelong process that is essential for adapting to new environments, and for ensuring personal economic and social success. Such learning implies that people have to ‘learn to learn’. Providing students with the knowledge and skills to enable them to manage their own educational process effectively becomes one of the aims of higher education.

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Discussion

Conclusion