IMMERSIVE TECHNOLOGIES IN TRADITIONAL AND BLENDED LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS: A COMPARATIVE ASPECT

Abstract

Formulation of the problem. The mass adoption of digital technologies, such as cloud and web services, AI and immersive solutions, contributes to increasing the accessibility of education, improving the quality of the educational process and communication, and the development of inclusive and personalized environments. In recent years, there has been a rapid development and spread of immersive technologies, their gradual transformation into an important component of modern education. Combining blended learning with immersive technologies gives students access to a variety of resources and encourages their active participation. This approach creates an interactive environment where students immerse themselves in virtual scenarios, feeling part of the process.

Materials and methods. Theoretical methods of scientific and pedagogical research are applied. In particular, analysis of research works of Ukrainian and foreign researchers, experts. As a result of the synthesis and generalization of the analytical work, a comparative analysis of the specific features of the use of immersive technologies in traditional and blended learning in general school was carried out. This will allow a better understanding of the essence, advantages and differences of the use of these technologies in different learning models, which will contribute to the further design of the educational process taking into account these features.

Results. The parameters for comparing the features of the use of immersive technologies in traditional and blended education were defined: context of use, interaction between the student and the teacher, individualization of learning, flexibility and availability of technologies, socialization and cooperation, learning environment, student motivation, knowledge assessment, resource provision, technical support, interactivity of the educational process, development of self-regulation skills, role of parents in education, pedagogical approach, development of self-regulation skills. A comparative analysis of the features of the use of immersive technologies in traditional and blended learning in general school according to the specified parameters was carried out. The considered features of the use of immersive technologies in traditional and blended learning in general school are summarized in the form of a table.

Conclusions. The analysis of the features of the use of immersive technologies in traditional and blended learning in general school according to many parameters showed that the main differences relate to the flexibility of their application, the level of individualization of the educational process, the interaction between the student and the teacher, as well as the availability and opportunities for the development of self-regulation, autonomy, and socialization skills. In blended learning, these technologies provide greater student autonomy, adaptability to individual needs, and expand access to educational resources. At the same time, traditional teaching prefers direct supervision by the teacher and support of social interaction in the classroom. The identified features of the use of immersive technologies in traditional and blended learning in general school are important to take into account when planning a lesson, selecting learning tools to achieve didactic goals.