ПРОЦЕДУРНА МОДЕЛЬ ЗДОБУТТЯ ЗНАНЬ УЧНЯМИ СТАРШОЇ ШКОЛИ В ІМЕРСИВНОМУ СЕРЕДОВИЩІ НАВЧАННЯ

immersive technologies
general secondary education institution
immersive learning environment
procedural model of the lesson
overcoming educational losses

How to Cite

[1]

N. Rashevska and S. Lytvynova, “A PROCEDURAL MODEL OF KNOWLEDGE ACQUISITION BY HIGH SCHOOL STUDENTS IN AN IMMERSIVE LEARNING ENVIRONMENT”, ITLT, vol. 109, no. 5, pp. 49–68, Oct. 2025, doi: 10.33407/itlt.v109i5.6157.

Abstract

The emergence of new technologies – mobile, cloud, immersive – cannot be ignored by the education system, since one of the tasks of general secondary education institutions is to meet modern trends, meet the requirements of the times and follow the requests of students in order to motivate them to learn and improve their overall level of academic achievement.

Despite the long period of existence and use of immersive technologies, it should be noted that there is no system of their massive introduction in general secondary education institutions in the world. Scientific research shows that the use of immersive technologies in the learning process helps to increase interest in learning, makes the learning process more visualized and personalized.

The use of immersive technologies in the learning process is still under development and requires large investments and massive adaptation to meet the high demand in the general secondary education system.

The purpose of this study is to evaluate the effectiveness of using immersive technologies as a tool to increase engagement and motivation to learn, reduce stress in overcoming learning losses in the subject, and increase academic performance in general secondary education. This study has shown that the use of immersive technologies in the learning process in general secondary education contributes to a better understanding of the educational material, visualization and personalization of learning, creates conditions for creativity in the learning process, and teaches students to critically evaluate the results of their own research.

The paper considers and implements a procedural model of a lesson using immersive technologies in the study of the topic “Polyhedra” in the eleventh grade of a general secondary education institution. According to this model, students not only gain new knowledge, but also have the opportunity to repeat problematic questions using mobile applications of computer mathematics or artificial intelligence. This study showed that the use of immersive technologies in stereometry lessons contributes to a slight increase in students' academic achievement, but creates conditions for research and design in the learning process.

PDF (Ukrainian)

References

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REFERENCES (TRANSLATED AND TRANSLITERATED)

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