Immersive technologies to support blended learning in ukrainian general secondary schools

Abstract

Immersive technologies (ImT) are gradually integrated into various spheres of human activity. The implementation of ImT in blended learning has a number of advantages: deepening the understanding of complex topics, individualization of learning, the possibility of practical application of knowledge, improvement of cooperation and communication, flexibility and accessibility of learning, reduction of educational barriers, assessment of knowledge in real time, implementation of creative approaches to learning, development of independent learning skills, global access to resources, support of emotional involvement and motivation, realistic modeling of the professional environment, saving resources.

In order to choose the most appropriate ImT, criteria are proposed that will allow to determine exactly what technology is needed to perform the tasks: purpose of use, user experience, technical requirements, scalability, costs, localization, security, support.

As a result of the survey of teachers of general schools of Ukraine, conducted in 2024, it was found that 66.9 % of respondents implement blended learning, 30.1 % work in a traditional format, another 3 % – in a distance learning format. At the same time, the most common models of blended learning turned out to be: «individual rotation», «flipped class», «flexible model».

On the basis of the performed analytical work, ImT (VR, AR, 360-degree videos) was selected and the possibilities of their use in accordance with blended learning models were described. A selection of ImT was also made and the possibilities of their use in accordance with different types of educational activities (class work, homework, individual tasks, deepening of knowledge, project work, etc.) within different models of blended learning were described.