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Journal of Modern Foreign Psychology - №1 / 2022

  Previous issue (2021. Vol. 10, no. 4)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

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

License: CC BY-NC 4.0

Published since 2012

Published quarterly

Free of fees
Open Access Journal

 

Virtual Reality and Education 213

|

Khoze E.G.
PhD in Psychology, Senior Researcher, Institute of Experimental Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0001-9355-1693
e-mail: house.yu@gmail.com

Abstract
The article presents a theoretical review and results of scientific research, educational reality, presented in foreign and domestic publications. The theoretical and methodological problems raised in the paradigm of virtual educational ontology are discussed. The approaches and models of virtual education, and their relationship with the forms of education, proposed by foreign researchers, are highlighted. The philosophical and ontological substantiation of the provisions of virtual education is given, the levels are manifested and the realities of reality presented in the works of domestic researchers. A review of research results revealed the elaboration of immersive levels of reality and showed that the severity of the sense of presence depends on the effectiveness of cognitive control functions, the quality of reality of reality and immersion. The study of the factors of educational motivation allows the author to propose tools for motivational design and regulation of hemification techniques, a way to increase the level of academic performance. According to the test results, the improvement of answers among the advanced students by 40—50%, and among the excellent and gifted students by 100%. The results obtained strongly indicate the positive impact of virtual education on academic performance.

Keywords: educational virtual reality, simulated spaces, immersive properties, ontology of virtual education, constructivist and situational learning

DOI: https://doi.org/10.17759/jmfp.2021000002

Funding. The study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation No. 730000F.99.1.BV09AA00006 “The influence of high-level virtual reality technologies on mental development in adolescence”.

Acknowledgements. The author is grateful for help in organizing the research of the scientific leader of the project V.V. Selivanov.

For Reference

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