augmented reality
virtual reality
participants' interaction
educational environment
immersive learning

How to Cite

S. H. Lytvynova and N. V. Soroko, “INTERACTION IN AN EDUCATIONAL ENVIRONMENT WITH VIRTUAL AND AUGMENTED REALITY”, ITLT, vol. 98, no. 6, pp. 13–30, Dec. 2023, doi: 10.33407/itlt.v98i6.5433.


The article is devoted to the problem and features of the use of virtual and augmented reality at general school. The integration of virtual reality (VR) and augmented reality (AR) in educational environment has opened up new possibilities for engaging and immersive learning experiences. This paper aims to explore the features of participants' interaction within an educational context using VR and AR technologies. To achieve the purpose of our study and also to clarify the problem of determining the features of interaction models of participants in the educational process of a general education institution using virtual and augmented reality we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical and sociological works, methodological and specialized literature; analysis of the pedagogical experience of using virtual and augmented reality in general school; synthesis and generalization to formulate the main points of the study; interpretation of the research results. A research study was conducted in a general educational institution, where an educational project using virtual and augmented reality was developed and implemented. The purpose of the project was to investigate the issues surrounding the interaction among participants in the educational process when utilizing these technologies. The results of the questionnaire showed the following: the participants' interaction in the educational process with the use of VR needs improvement, methodological recommendations and research on the organization of this environment for various purposes, such as, for example, students' research of new educational material, performance of laboratory work, joint work of students on research, instructions for the teacher's activities in working with students in VR, etc.; the participants’ interaction in the educational process with the use of AR is best understood by teachers and students, they use both ready-made AR technologies and personally created ones. We concluded that the use of virtual and augmented reality technologies in the educational process provides a wealth of teaching and learning resources that can enhance the learning experience and free participants from limitations in time and space. However, the effective organization of interaction between participants in the educational process using VR and AR requires careful consideration of educational space and pedagogical and methodological recommendations.



“Perkins Coie LLP and the XR Association”, 2021. [Online]. Available: (in English)

X. Xiao, J. Wang, “Undertanding and detecting divided attention in mobile mooc learning. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems”, Denver, CO, USA, 6–11 May 2017; pp. 2411–2415. doi: (in English)

E. Yigitbas, Gorissen, S., Weidmann, N. et al. “Design and evaluation of a collaborative UML modeling environment in virtual reality. Softw Syst Model”, 2022. doi: (in English)

Jaziar Radianti, Tim A. Majchrzak, Jennifer Fromm, Isabell Wohlgenannt, “A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda” Computers & Education,Volume 147,2020,103778. doi: (in English)

I. Horváth, “An Analysis of Personalized Learning Opportunities in 3D VR. Front”, Comput. Sci., 2021, 3:673826. doi: 10.3389/fcomp.2021.673826. (in English)

Stoddard, Jeremy, “Toward a Virtual Field Trip Model for the Social Studies”, Contemporary Issues in Technology and Teacher Education. 2009, 9. [Online]. Available: (in English)

I. S. Khukalenko, R. Kaplan-Rakowski, Y. An, et al., “Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey”, Educ Inf Technol, 27, 11591–11613, 2022. doi: (in English)

R. Elmoazen, M. Saqr, M. Khalil, et al., “Learning analytics in virtual laboratories: a systematic literature review of empirical research”, Smart Learn. Environ. 10, 23, 2023. doi: (in English)

S. G. Lytvynova, O. Y. Burov, and S. O. Semerikov, “Conceptual approaches to the use of augmented reality meanswithin the educational process”, Modern informational technologies and innovative methods in professional training: methodology, theory, experience, problems, vol. 55, pp. 46-62, 2020. doi: 10.31652/2412-1142-2020-55-46-62. (in Ukrainian)

O. O. Hrybiuk, “Pedagogical Design of Virtual and Augmented Reality Components (KOMSDN) for Research-Based Learning in Natural and Mathematical Sciences Subjects at Secondary Education Institutions”, Pedagogy of creative personality formation in higher and general academic schools. Odesa: Vydavnychyi dim «Helvetyka», 2022, Vyp. 83. S. 78-94. doi: 10.32840/1992-5786.2022.83.13. (in Ukrainian)

S. H. Lytvynova, “Ready of students of general secondary education institutions to use virtual reality in the educational process”, Prospects and innovations of science. № 4(9), 2022, s. 218-230. doi: (in Ukrainian)

O. Slobodianyk, “Peculiarities of the work of the group "Creating augmented reality" in a remote format”, Physical and Mathematical Education, 2023, 38(1), 60-65. doi: (in Ukrainian)

O. M. Sokoliuk, O. V. Slobodianyk, (2022) “Application of augmented reality technology in the process of teaching physics”, Theory and practice of digital learning in modern educational institutions. [Online]. Available: (in Ukrainian)

D. G. Doak, G. S. Denyer, J. A. Gerrard, J. P. Mackay, J. R. Allison Peppy, “A virtual reality environment for exploring the principles of polypeptide structure”, Protein Sci. 2020 Jan;29(1):157-168. doi: 10.1002/pro.3752. Epub 2019 Nov 11. PMID: 31622516; PMCID: PMC6933844. (in English)

S. Yuen, G. Yaoyuneyong, & E. Johnson, “Augmented Reality: An Overview and Five Directions for AR in Education”, Journal of Educational Technology Development and Exchange, 2011, 4, 119-140. (in English)

M. A. Kuhail, A. ElSayary, S. Farooq, A. Alghamdi. Exploring Immersive Learning Experiences: A Survey. Informatics, 2022, 9(4):75. doi: (in English)

J. E. M. Díaz, “Virtual world as a complement to hybrid and mobile learning”. International Journal of Emerging Technologies in Learning (iJET), 2020, 15(22), 267–274. doi: (in English)

Manargul Mukasheva, Iurii Kornilov, Gani Beisembayev, Nataliia Soroko, Saule Sarsimbayeva & Aisara Omirzakova, “Contextual structure as an approach to the study of virtual reality learning environment”, Cogent Education, 2023, 10:1. doi: 10.1080/2331186X.2023.2165788. (in English)

Y. Tan, W. Xu, S. Li, K. Chen, “Augmented and virtual reality (AR/VR) for education and training in the AEC industry”, A systematic review of research and applications Buildings, 12 (10), 2022, p. 1529. doi: (in English)

P. Phakamach, P. Senarith, S. Wachirawongpaisarn, “The Metaverse in education: The future of immersive teaching & learning RICE”, Journal of Creative Entrepreneurship and Management, 3 (2), 2022, pp. 75-88. (in English)

J. C. Y. Sun, S. L. Ye, S. J. Yu, T. K. Chiu, “Effects of wearable hybrid AR/VR learning material on high school students’ situational interest, engagement, and learning performance: The case of a physics laboratory learning environment”, Journal of Science Education and Technology, 2022, pp. 1-12. (in English)

E. Childs, F. Mohammad, L. Stevens, H. Burbelo, A. Awoke, N. Rewkowski, D. Manocha, “An overview of enhancing distance learning through augmented and virtual reality technologies”, 2021, arXiv preprint arXiv:2101.11000. (in English)

Z. S. Seidametova, Z. S. Abduramanov, G. S. Seydametov, “Using augmented reality for architecture artifacts visualizations CEUR Workshop Proceedings”, 2021. [Online]. Available: (in English)

N. Soroko, “Methodology for Teachers’ Digital Competence Developing Through the Use of the STEAM-oriented Learning Environment”. ICTERI-2020. Part VI: 4th International Workshop Methods, Resources and Technologies for Open Learning and Research (MROL 2020) 1260-1271. [Online]. Available: (in English)

Vahid Babaahmadi, Hooman Amid, Mohammadreza Naeimirad, Seeram Ramakrishna, “Biodegradable and multifunctional surgical face masks: A brief review on demands during COVID-19 pandemic, recent developments, and future perspectives”, Science of The Total Environment, Volume 798, 2021, doi: (in English)

Gustav Bog Petersen, Giorgos Petkakis, Guido Makransky, “A study of how immersion and interactivity drive VR learning”, Computers & Education, Volume 179, 2022, 104429, ISSN 0360-1315, doi: (in English)

Hsin-Yi Chang, Theerapong Binali, Jyh-Chong Liang, Guo-Li Chiou, Kun-Hung Cheng, Silvia Wen-Yu Lee, Chin-Chung Tsai, “Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact”, Computers & Education, Volume 191, 2022, 104641, ISSN 0360-1315, doi: (in English)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright (c) 2023 Світлана Григорівна Литвинова, Наталія Володимирівна Сороко


Download data is not yet available.