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Experimental Psychology (Russia)

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2072-7593

ISSN (online): 2311-7036

DOI: https://doi.org/10.17759/exppsy

License: CC BY-NC 4.0

Started in 2008

Published quarterly

Free of fees
Open Access Journal

 

Formation of Educational Motivation and Thinking in Students by Means of Virtual Reality 76

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Kapustina V.U.
PhD in Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-7628-4308
e-mail: 14057796@mail.ru

Zikeeva E.A.
Master’s Degree Student, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-0248-2432
e-mail: elizavetazikeeva@gmail.com

Abstract
The work is aimed at studying the effectiveness of the influence of virtual reality training programs on the formation of educational motivation and thinking among students in the study of higher mathematics. The materials of an empirical study obtained on a sample of 1st and 4th year students of the Russian Technological University MIREA are presented. The study included 3 groups: one experimental group and two control groups. In group 1 (experimental), participants were offered to work in the VR program “Second-order Surfaces”, in group 2 — to read a textbook on this topic, group 3 was offered to relax between the two stages of the experiment. The study (N=90) involved respondents aged 17 to 21 years, of which 23.33% were female. The method of group alignment is applied. The study included 2 measurements of knowledge of the theory of linear algebra on the topic “Second-order surfaces” (before and after working in the program\ textbook reading\rest) and 2 measurements of the current state according to the SAN methodology. The results obtained suggest that working in a virtual reality program for the formation of thinking is as effective as reading a textbook. At the same time, there was an improvement in the overall condition of respondents after working in the VR program: the effectiveness of students increased. A further survey of students using the methodology for diagnosing students ‘ learning motivation (A. A. Rean and V. A. Yakunin, modifications by N. TS Badmaeva) showed an increase in educational and cognitive motivation among students working in the VR program.

Keywords: virtual reality, thinking, learning, learning motivation

Column: Psychology of Virtual Reality

DOI: https://doi.org/10.17759/exppsy.2021000005

For Reference

Funding

The work was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation (2020-2022) №730000Ф.99.1.БВ09АА00006, the project “Influence of high-level virtual reality technologies on mental development in adolescence”.

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