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The article is devoted to the problem of introducing augmented reality (AR) technology into the educational process of professional training of bachelor degree students. The purpose of the study is to identify the didactic potential of using augmented reality technology in teaching a foreign language at universities. The study was conducted on the basis of a theoretical analysis of publications on the implementation of AR technology in the educational process, as well as experimental training. The article presents criteria for selecting applications and services based on augmented reality technology. A comparative analysis of the ARvis augmented reality designer, the JigSpace application and the Google Art & Culture service is carried out, and their functionality is described from a didactic point of view. The author emphasizes that these applications and services are not created directly for learning purposes, but can act as auxiliary means of developing foreign language communicative competence.
Based on experimental work, the positive and negative aspects of using this technology are highlighted. Among the positive aspects, there is an increase in student motivation, contextualization of educational content, introduction of a subject-activity approach and the development of 21st century skills. However, disadvantages are also highlighted, such as technical requirements for the implementation of this technology, the need for additional equipment, and the possibility of a distraction.
The results of the study allow us to assess the prospects for using AR technologies in education, and also prepare the ground for the development of further educational programs based on the use of augmented reality.
Keywords:augmented reality, immersive environment, digital educational environment, foreign language, information technology
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