In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement efective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the efectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest.
AR technologies, emotional intelligence, adaptive learning, future specialists of socionomic professions
New requirements of the society to the level of education, intelligence and development of professionally important personality’s traits at diferent stages of professional genesis necessarily require changes in already developed educational technologies and, accordingly, training technologies for future specialists of socionomic professions. There exist current trends in the growth of social demand for an increase of the number of specialists of supporting professions. Under unstable pandemic conditions of the world community’s existence, these specialists should be able to provide qualified assistance, demonstrate skills of the use of innovative interactive technologies and have developed IT competencies. At present, technologies, that bring the individual closer to their future professional environment, are significant. The fact of joining the European educational environment and expanding the value-semantic sphere of public consciousness oriented educational content for the value determination of domestic political, legal, socioeconomic, educational and scientific processes and actualized the introduction of innovative information technologies into the process of “new format” specialist’s training. Under the revolutionary conditions of the development of modern augmented reality technologies, which allow modeling various professional tasks, the key objective of higher education and science is the actualization of support of youth in the process of their professional development in the renewed value-semantic space of information life. In recent decades, there has been a significant interest of scientists in the issue of emotional intelligence as a factor which influences the quality of person’s life, their social status, success and competitiveness. In the comparative
https://mdpu.org.ua/new/uk/kafedra-nformatiki-kbernetiki/2990.html (V. V. Osadchyi); https://inst.mdpu.org.ua/ (H. B. Varina); http://osadcha.mdpu.org.ua/ (K. P. Osadcha); (O. V. Kovalova); https://fp.npu.edu.ua/kafedry/56-pro-fakultet/spivrobitnyky/89-voloshyna-valentyna-vitaliivna (V. V. Voloshyna); http://irbis-nbuv.gov.ua/ASUA/1464945 (O. V. Sysoiev); https://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269 (M. P. Shyshkina)
0000-0001-5659-4774 (V. V. Osadchyi); 0000-0002-0087-4264 (H. B. Varina); 0000-0003-0653-6423 (K. P. Osadcha); becomes a more significant factor in a person’s success. Emotional intelligence is one of the indicators of the development of professional qualities, as it provides the ability to understand the person’s attitudes which are represented by the emotions, to manage their own emotional sphere, which is an important and necessary issue for a modern specialist of socionomic professions. In this case, the main objective of future professionals’ training is the integration of traditional and innovative training technologies which are aimed at the development of emotional intelligence, individual understanding of socio-normative, personal, professional values and the development of professional self-awareness in general. The achievement of this goal within the framework of higher education, in particular in the field of future specialists’ professional training, requires the development and implementation of innovative technologies into the process of the development of specialists’ emotional intelligence as a component of sustainable and integrated personal and professional competencies.
The purpose of the article is to comprehensively analyze the features of the implementation of augmented reality components in the development of emotional intelligence of future professionals, taking into account the level of technological progress and the possibilities of modern higher education.
The issue of emotional intelligence is relatively new for the scientific theory (the first studies on
this subject appeared in the early 1990s), but nowadays it is a promising and popular research
ifeld. Most scholars view emotional intelligence as an integrative formation that includes
cognitive, emotional, and personal qualities, and it is an acquired trait, ability/skill that can be
developed. The term “emotional intelligence” was introduced into the scientific discourse with
the works of Peter Salovey and John D. Mayer (theory of emotional and intellectual abilities),
who interpreted it as the ability to track your own emotions and feelings of others, distinguish
them and use this information to control thinking and actions [
In modern conditions of robotics development and modernization of the system of relations
between artificial systems and the user, Yan et al. [
Theoretical analysis of the results of the study of the augmented reality technologies impact on various components of human emotional intelligence is presented in table 1.
Summarizing the analysis of the study of various aspects of emotional intelligence, most scientists claim that it is emotional intelligence that provides stress resistance and emotional stability and a balanced, objective and rational decision-making in the field of professional activity. A person with a high EQ skillfully finds a way out of dificult situations, easily and constructively solves problems; such person is friendly and pleasant to communicate with, he or she tries to avoid conflict situations, is self-suficient and independent, realistically assesses his or her own abilities, such person is a proactive member of the society. Emotional intelligence as a level of person’s emotional awareness, as well as the ability to understand the emotions of other people, are important things for efective communication, which is a very vital quality for representatives of socionomic professions.
A(KAMM2rln0aaei0nrrsxct9taiio)nnSCaS. voemTnHSabsytöesålöotohtknorl,,,, AExfepcteirvieenDciinargythe ittdnuTniieishovtgevenyeriaacsDatnloeutidssoatwthrairroyrmteeier”gtcp,sseoawldorerddedfmhomitwindechoaghnnenttaptucishntersfreogrreaiotvrrtaasmieinddn[teo1bihsgt5poeei]uhdst.ea,syyxelbsprsudiseeotirnalwioirstegyionatirhlcccsseaaoaallonlnaeafldodnldopdme“wpAvoeosefemblrtcotih-luopee--Despite the increasing availability of sensors and methods for detecting stress, little attention has been paid to automated stress interventions and their ac
MoodWings: tions. The authors introduced MoodWings: a wearDiana MacLean, A Wearable able butterfly that displays the user’s tense state in Asta Roseway Biofeedback real time by means of activated wing movement. Reand Mary Czer- Device for Re- searchers have developed MoodWings as a stress winski (2013) alTime Stress alert system and there is also a physical interface Intervention that allows users to manipulate their afective state.
Accordingly, they have found out that MoodWings
helps users to calm down and work better while
fulfilling stressful tasks [
AfectAura allows users to reflect on their emotional
states for an extended period of time. Researchers
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ittcdhnihoiansgenvupttevolheaaudxeylseteiauvnrnfeaeegcclclteotodi,hvpraeeedetxiadsunc,tsgaiaaetteomrec.mflouaTaefsluhtntsidheitmficiesoaaoyu,ntdisvsdotaeienslramu,scsaaetcnlcinh,vdospeanoamhtsrniytoesasinennifotottoulelroyfrppgftpafirhcocereaeerdlduifccaoiosctnre-ntdsrand associates it with event information,
communication and data interaction [
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In terms of student-centered approach, it is important to take into account the person’s
individual characteristics at diferent stages of professional genesis as it serves as a basis in the
process of updating adaptive learning systems and building a personalized trajectory of the
future specialist. Modern achievements in the development of technology allow expanding the
functionality of supporting individual learning trajectories at diferent stages of professional
genesis of students. Scientifically substantiated and pedagogically expedient introduction of
modern adaptive systems into the educational environment promotes, according to scientists,
the acquisition by this environment of signs of openness, personalization, which will allow
access to quality educational content for all subjects, taking into account individual
psychological characteristics. Adaptive learning systems are specialized software or services that
adapt to the individual needs of individual students in the training process [
The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”, state registration number: 0120U101970. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnytsky Melitopol State Pedagogical University.
The methods used in the process of research are the following: 1) theoretical – analysis, synthesis, comparison, generalization, systematization of theoretical and research data (identification of the research problem and selection of the approaches to the analysis of emotional intelligence of future specialists of socionomic professions, general principles and advantages of augmented reality technologies in the development of emotional intelligence as a factor of efective professional self-realization, definition of basic research concepts); 2) the experiment was conducted in four stages: A. organizational stage – formation of a representative sample, development of a program of ascertaining and formative experiment, choice of methods of qualitative and quantitative analysis of empirical data.
B. ascertaining stage – psychological diagnostics with the help of computer psychodiagnostic complex HC-psychotest and Google Forms: 1. Questionnaire “EmIn” by D. Lioussine. This technique includes four scales (interpersonal and intrapersonal emotional intelligence, emotion recognition and emotion management), five subscales (understanding other people’s emotions, managing other people’s emotions, understanding your own emotions, managing your own emotions, control over expression) and an integrated indicator of overall emotional intelligence, which is a sum of the subscales. 2. Reflexive survey (compiled by the authors using Google Forms) provided an opportunity to summarize the subjective assessment of personal and behavioral changes of respondents after the experimental impact. In our study, we used both qualitative and quantitative approaches to the study of the issue, in order to supplement the results and cross-validate the data obtained.
C. Formative stage. At the formative stage of the study, a comprehensive program “Development of emotional intelligence of future professionals”, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies, was implemented. This program was carried out within the framework of the certification program for future specialists of socionomic professions “Self-management: development of sanogenic potential of the personality”, which was implemented using Moodle. At the formative stage we integrated traditional psychological training on the use of cognitive-behavioral, relaxation, art-therapy and case-study techniques and the innovative opportunities of gamification with AR technologies. The formative stage was carried out on the basis of STEAM-Laboratory.
D. Statistical processing of experimental data. The SPSS for Windows 12.0 was used for statistical processing of the data.
The theoretical construct of our study is the analysis of priority opportunities and mechanisms for the use of AR technologies in the development of future specialist’s emotional intelligence in the sphere of higher education under the conditions of adaptive learning. The development of emotional intelligence is one of the areas of psychological and pedagogical support of the professional development of students of the socionomic type of professions. Taking into account the activity approach, we analyze the model of emotional intelligence of the future specialist of socionomic professions, which is presented in figure 1.
In the context of the presented structural model, future specialist’s emotional intelligence is represented by two constructs:
• ability to label emotions and verbalize them; understanding the diference between diferent in name but similar in content emotions (e.g, like and love); • ability to interpret the meaning of changes in emotions, understanding of causal relationships (e.g, the emergence of grief after loss); • ability to understand a set of feelings, for example: simultaneous love and hate, or such a mixture of feelings as reverent fear (which consists of fear and astonishment); • ability to recognize unexpected changes in emotions (e.g, a change in anger for pleasure, or a change in anger for embarrassment). b) The use of emotions to improve the efectiveness of thinking and activities: • use of emotions to focus on priority things which should be thought over, focus on important information; • use of bright and accessible emotions as additional aspects of thinking and memory; • use of emotional mood swings to change the perspective of individuals (from optimistic to pessimistic) and to expand the diversity of possible views on certain events; • actualization of those emotions that contribute to the solution of certain tasks (e.g, a good mood facilitates the solution of creative and practice-oriented tasks). 2. Interpersonal construct of emotional intelligence: a) Perception, evaluation and expression of emotions: • ability to identify emotion in physical states, feelings and thoughts; • ability to identify the emotions of others reflected in paintings, works of art etc., through language, sound; manifestations and behavior; • ability to accurately express emotions and needs associated with these feelings; • ability to distinguish exact / inaccurate, real / invalid expressions of feelings. b) Conscious management of emotions: • ability to remain open to feelings both pleasant and unpleasant; • ability to consciously pay attention or distract your attention from emotions, depending on the assessment of their informativeness or usefulness; • ability to consciously control your own emotions and emotions of others (e.g, to recognize the typicality, influence, clarity of emotions); • ability to control your own emotions and emotions of others (e.g, to reduce negative emotions and increase pleasant ones without reducing or enhancing the information they can convey).
Each of these groups of abilities mediates the fact that emotional intelligence has interpretive, regulatory, adaptive, stress-protective and activating functions. The interpretive function of emotional intelligence allows a person to productively decipher emotional information (emotional facial expressions, voice, intonation, etc.), which contributes to the accumulation and systematization of knowledge, as well as to the formation of person’s own emotional experience. The regulatory function of emotional intelligence facilitates the state of emotional comfort and ensures the adequacy of the external expression of human emotions. Adaptive and stressprotective functions of emotional intelligence are used to update and stimulate the mental reserves of future professionals in dificult life situations. The activating function of emotional intelligence provides a flexible ability for congruence in communication. Taking into account the rapid process of information modernization of higher education, it is important to analyze the possibility of the impact of augmented reality technologies on the psycho-physiological characteristics of future professionals and develop a procedural model for implementing traditional psychotechnologies and augmented reality technologies into the process of emotional intelligence development.
Augmented reality (AR) is a technology that allows computer programs to create and identify
a virtual layer of information with any marker or object in the real physical world [
During the development of this model, three blocks were identified: target, contentoperational and analytical (figure 2).
The aim of the proposed model is the development of emotional intelligence of future specialists of socionomic professions, which is a way of optimizing their professional development at the stage of professional training under the conditions of adaptive learning.
The relevant program “Development of emotional intelligence of future professionals”, which integrated traditional psychological and pedagogical technologies and innovative technologies of augmented reality, was implemented into the context of empirical research conducted on the basis of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. This study was conducted from September to December 2020 as a part of a certification program for future professionals of socionomic professions “Self-management: the development of sanogenic potential of the individual”, which was implemented using the Moodle system. Future psychologists and social workers (the fourth-year students) took part in the ascertaining and formative stages of the experiment.
The sample was randomized, the total number of respondents in the experimental and control groups was 60 people. The sample was formed using a stratometric method with representative modeling. In the framework of our study, by general population, we mean a group of future socionomic specialists with certain characteristics. These characteristics are due to the requirements and specifics of future professional activity, age, level of professional integration and the research hypothesis. In our study, we suggested that the use of augmented reality technologies in the process of professional training at the stage of initial integration into the profession has a positive efect on the development of emotional intelligence of future professionals of socionomic professions. Also, in the process of forming a randomized sample, the possibility of the influence of an additional parameter – the individual psychological characteristics of the respondent, which were recorded in the protocols and forms of the study, was not excluded.
The diagnostic unit of the research was implemented on the basis of the Laboratory of Psychophysiological Research using the hardware-software complex (APC) “HC-Psychotest”, which includes many diferent psychological and psychophysiological techniques that allow researchers to implement a multilevel approach to solving practical diagnostic problems. As a result of the use of this complex in the field of psychodiagnostics, the Laboratory of Psychophysiological Research uses models that interpret test results through various psychodiagnostic techniques, computer versions of psychodiagnostic techniques with automated psychodiagnostic output in the form of coherent, consistent text. In the framework of our study, the complete set “Candidate” was used (figure 3). It is an efective and easy-to-use tool for career guidance and professional selection of candidates for the vacancies regardless of their work experience. “Candidate” provides an opportunity to assess the level of professionally important psycho-physiological qualities and professional competencies, as well as to predict the further development of the specialist and to conduct in-depth professional psychodiagnostics.
The psychodiagnostic procedures were conducted in two stages (primary diagnosis – September 2020, secondary diagnosis – December 2020). In order to identify the dominant level of emotional intelligence of future specialists of socionomic professions, we chose the questionnaire of emotional intelligence “EmIn” by D. Lioussine One of its advantages is that in addition to five subscales and four general scales, it also has a general scale of results. According to this method, we obtained the following average scores on the sample, which are shown in table 2.
According to the results of the ascertaining experiment, the dominance of the low level of development of the general index of future specialists’ emotional intelligence (50%) was identified. When analyzing the components of emotional intelligence of the individual we found out the following indicators: IntraM (management of your own emotions) 15% (9) 55% (33) 25% (15) 5% (3) IntraEI (intrapersonal emotional intelligence): IntraU (understanding of your own emotions) IntraE (control over expression) UE (understanding of emotions) ME (management of emotions) General emotional intelligence InterEI (interpersonal emotional intelli- 13.3% (8) 58.3 % (35) 21.7% (13) 6.7% (4) gence): ItniotnersU) (understanding of other people’s emo- 8.3% (5) 61.7% (37) 25% (15) 5% (3) InterM (management of other people’s emo- 18.3% (11) 53.3% (32) 16.7% (10) 11.7% (7) tions) • dominance of low level of development of interpersonal emotional intelligence (58.3%).
Within the framework of this component, a low level of development was found on the scales of InterU (understanding of other people’s emotions) – 61.7% and InterM (management of other people’s emotions) – 53.3%. Accordingly, respondents experience dificulties in analyzing and interpreting other people’s emotional states based on external manifestations of emotions (facial expressions, gestures, sound of the voice) and/or intuitively; have dificulties in showing sensitivity and empathy for other people’s inner states; • dominance of low level of development of intrapersonal emotional intelligence (58.3%).
The corresponding result is reflected in a low level of development on such scales as ME (management of the emotions) – 55%, IntraE (control over expression) – 46.7%. At the same time, the ability to understand your own emotions: recognition and identification, understanding of the causes, ability for verbal description, which is reflected in the scale of UE (understanding of emotions) is at the medium level of the development – 48.3% (29).
Thus, low indicators on most scales, which reflect the overall level of future professionals’ emotional intelligence development, prove the need to search for and implement efective measures for the development of components of emotional intelligence in modern establishments of higher education. The trends in information development and digitalization should be also taken into account.
In the process of planning, development and implementation of the formative stage of the empirical study, the total sample of respondents was divided into a control group ( = 30 ) and an experimental group ( = 30 ). The experimental group included students who have low rates of emotional intelligence on five scales. During October-November 2020, the experimental group took part in a comprehensive program “Development of emotional intelligence of future professionals”, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies (table 3). This program is designed for 24 hours, 6 thematic classes of 4 hours. Students of the experimental group participated in the program twice a week. The corresponding program was implemented on the basis of the Laboratory of Psychology of Health and STEAM-Laboratory. • participants’ acquain- exercises: “Poem”, tance with the ground “Guess the emotion”, rules and opportuni- “Write down the emoties this training pro- tions”; goal-setting: vides; “Drawing of the • brainstorming ideas palm”; brainstorming: about emotions, emo- “Positive and negative tional intelligence; sides of emotions”; • acquaintance with mini-lecture: “The the main mistakes concept of emotions and prejudices in the and EI”, discussion: world of emotions “Why do we need and “mistakes of diferent emotions?” thinking”.
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your own emotions
other people’s emotions. Verbal and nonverbal indicators of emotions
Table 3 – Continued from previous page
Traditional psycotech- AR technics nologies exercises: “Stereotypes of emotions • research of your own understanding”,
emotional sphere; “Words”, “Irrational • development of abil- thoughts”, “Emotion- Moment ities to understand Event-Thought”, “10 AR Emoyour own emotions; situations”; projective tions • improvement of the drawing: “Magic ability to accept your world of emotions”; own emotions. mini-lecture: “Understanding emotions”.
exercises: “Draw the • development of abil- mood”, “My negative ities to manage your emotions”; “Causes of own emotions; negative emotions”, •• ceaaamcwquaousrteaiesoinnnetsosa;sfncenoefgawttiihvthee “““aSPMlicazeata-hltseitoanotoeffm“Teeeenmmmt”oop;ttiilooevnnisssou””f-,, AtPiavRienIstnaDtnedrrapawcitthe basic techniques Silence”; mini-lecture: of reducing psycho- “Algorithm for workemotional stress. ing of negative emotions” Block II. Development of interpersonal emotional intelligence • development of the exercises: “Pass
ability to empathize; the emotion”, “Un• development of the expected guest”, ability to understand “Headbands”, “Story other people’s emo- with three emotions”, tions; “Verbalization of • understanding emo- emotions of others”, tional messages and “Phone conversation”, corresponding reac- “Epithets”, minitions of the interlocu- lecture “Expression of tor. emotions”
AR Camera Virtual Hologram Photo Editor App Body Language Psychology Secrets Continued on next page 5. Establishing constructive relationships with other people: emotional aspect
Table 3 – Continued from previous page
Traditional psycotech- AR technics nologies exercises: “Manip•• sedpmtmeeuavonodeptyalliogeop’eonsmmfaleebnnaettrmrosiinkfoetiortleisltorsha;ntecosr- “coouDefnlapeottpiteaohrmneneccroeista”ito,oi“fonwRnsee”a”m,fle,rcmo“ttCi-i“ouoAonpnnc”s--, AYiHnouogugw?mCelFnaAetyeerdel+• tmioans;tery of knowl- sdtirsucuctsisvieon “rIenl afluteionnces”; ARelyaslistay femodergmnetthoaefnbdasksiidsllesovfetclhooapnt-- “ooAft hlegemorsroi”tt;hiommnailnfosi-trlaetcmetsuaornef- AViniRgrtualTGali&krlstructive emotional aging the emotions of Simulator interaction. others” • evaluation of your own achievements and analysis of devel- lage)”, opment prospects techniques exercises: “My achievements (colfeedback
Emotions
Analysis of the impact of AR technology elements (from the Google Play library) on the development of person’s emotional intelligence components: • AR efect . Using the application to create AR efects, you can add virtual characters to photos and videos, as well as entire virtual scenes in order to analyze and interpret the emotional world of a person. Available ready-made themes allow you to insert various elements into the image, control emotional expressions, wear “emotional” face masks. Your video search engine can show stunning augmented reality scenes based on the world around you and scenes of interpersonal interaction. Face recognition technology, provided by Sony and SmartAR mechanism, allow you to automatically recognize faces and 3D objects and add elements of augmented reality to them. And the palm recognition mechanism allows you to identify the palms of people in shot, provides even more opportunities to insert interesting additions to people’s emotional reactions. • Paint Draw AR. In Paint Draw AR, the respondent has the opportunity to create threedimensional drawings. The use of appropriate art technology reduces internal psychoemotional stress, gives a chance to analyze your own emotional state from the point of view “here and now” and actualizes the manifestation of positive emotions. • Aryzon AR Studio. The corresponding application brings augmented reality into a completely new dimension, provides the chance to view 3D models from Sketchfab and Google Poly, save them in your library and model them. As part of the program, respondents are invited to compile their own catalog of emotional images from various spheres of personal and professional life. • Moment AR. This app requires a MERGE Cube and a smartphone or tablet. The corresponding application was installed on tablets in the Laboratory of Psychology of Health and used within the theme “Understanding your own emotions”. Moment works with Merge Cube to provide an interactive audiovisual experience based on the real world, and uses the latest augmented reality technologies. You need to bring the camera of the mobile device to the Merge Cube, and the interactive and exciting characters of the Moment application come to life. The characters represent diferent emotions and depict a wide range of emotional situations and social interactions. The respondent chooses from many diferent emotional situations by simply tapping on diferent characters on the screen. • Emotions. The corresponding application allows you to visualize, accumulate and interpret the relationship of personal emotional state and certain life events, which is an important component in the process of developing a constructive coping strategy of behavior in various stressful situations. • How Are You Feeling? Clay + Augmented Reality. With the help of playing cards “I’m Clay Feelings Kit” in augmented reality students have the opportunity to explore the features of the main emotions, change them, analyze situations that contribute to the manifestation of certain emotions, develop a strategy to overcome negative emotional states. • AR Camera Virtual Hologram Photo Editor App. With the help of this application, program participants can create their own library of holographic images of diferent emotional states of people, it develops the ability to recognize and analyze the emotional world of the individual. • Alyssa - Virtual & AR Talking Girl Simulator. The application presents a realistic girl with natural facial expressions, emotions and movements. It provides an opportunity to analyze diferent situations and your own emotional states and finally it leads to building a communicative process. • Universe of Emotions. The application is used for the analysis of your own emotions and significantly develops emotional intelligence. The application library presents a range of more than 2000 emotions. The user can label his or her emotional state. • Body Language Psychology Secrets. The application is focused on the development of non-verbal communication skills and the ability to recognize the semantic context of certain gestures, poses, pantomime. • AR Study. This application is used by students to analyze the psychophysiological mechanisms of the person’s emotional-volitional sphere and to identify certain disorders.
An integrative combination of traditional psychotechnologies, based on art therapy, psychodrama, gestalt therapy and coaching technologies, is an innovative component in the structure of the program “Development of emotional intelligence of future professionals”. The program was piloted on the basis of the Laboratory of Psychology of Health (figure 4 (a)) and used augmented reality technologies, provided due to the material and technical support of the STEAM-Laboratory (figure 4 (b))
In the context of the analysis of the formative experiment efectiveness a secondary diagnostic study was conducted with the control and experimental groups’ respondents in December 2020. Psychodiagnostic research was also done using the computer complex HC-psychotest. According to the results of the formative research, a certain dynamics in the process of development of emotional intelligence of future specialists of socionomic professions was revealed (figure 5).
Accordingly, the results of the analysis of the efectiveness of “Development of emotional intelligence of future professionals” program with components of AR technologies, the following issues were found out: • an increase in the general level of emotional intelligence development, dominance of a high level – 53.3%. Such results demonstrate the dynamic development of future professionals’ ability to understand their own emotions and emotions of other people and manage them; • an increase in the level of understanding of emotional states, dominance of high indicators on the corresponding scale (46.7%). High scores on the scale of “ability to understand emotions” show that future professionals have significantly developed the ability to recognize emotion, i.e. to establish the very fact of the presence of their own emotional experience as well as the emotional experience of other people; these respondents have the ability to identify the emotion, or to identify what kind of emotion is felt by the future specialist or another person; they also have demonstrated the ability to verbalize emotional states. It was found out that by the end of this program, future professionals have learnt to establish causal links between emotional states, to understand the peculiarities of
diferent emotions, to analyze the cause of their occurrence and the impact of emotional state on the efectiveness of tasks fulfillment in the process of professional activity; • according to the results of the comprehensive program piloting an increase in the level of self-control over emotional states and the overall level of emotional management (53.3%) was revealed. The ability to manage emotions means that the future specialist can control the intensity of emotions, first of all, suppress excessively strong emotions; he or she is able to control the external expression of emotions, if necessary, arbitrarily evoke a particular emotion. These respondents have the ability to understand and control both their own emotions and the emotions of others.
General emotional intelligence consists of two components: interpersonal and intrapersonal emotional intelligence. According to the results of the formative research an increase in the level of these components development was identified. Thus, there is a dominance of high indicators of these components: intrapersonal (50%), interpersonal (53.3%). So, we can say that the combination of intrapersonal and interpersonal emotional intelligence stimulates the actualization of various cognitive processes and skills, and types of emotional intelligence are related to each other. In order to statistically analyze the efectiveness of the implementation of emotional intelligence development program, we used Wilcoxon’s T-criterion, which is aimed at the assessment of the diference between two conditions using experimental data with repeated measurements. The study with repeated measurements includes only one sample, and each respondent in the sample is measured twice. The diference between two dimensions for each person is recorded as an estimate for that person. The Wilcoxon criterion requires that the diferences should be ranked from smallest to largest in terms of their absolute value, regardless of sign or direction. In the context of using this criterion, the following hypotheses were stated: 0: There is no diference between two methods. Thus, in the general population there is no tendency for diferences to be systematically positive or systematically negative. In the conditions of our research it is the presence of no statistically significant changes in the indicators of emotional intelligence before and after the experimental impact.
1: there is a diference between two methods. Thus, in the general population, diferences in indicators are systematically positive or systematically negative. In the conditions of our research it is the presence of significant positive changes – an increase in the level of the components of emotional intelligence development and an increase in the overall index of emotional intelligence as a result of experimental impact. After the statistical data processing in the control group, no significant changes in the level of development of emotional intelligence were identified.
According to the results of statistical processing of empirical data Wilcoxon criterion, we found statistically significant variables in the indicators of the general level of development of emotional intelligence among the respondents of the experimental group. Thus, at = 82 Accordingly, < , building an axis of significance:
Analysis of the axis of significance shows that the relevant rates fall into the zone of significance. Thus, we accept hypothesis 1 and can claim that the variables recorded in the experiment are not random, but are significant at the 1% level. Accordingly, a comprehensive program for the development of emotional resilience with components of augmented reality, implemented in the certification program for future professionals of socionomic professions “Self-management: development of sanogenic potential of the individual”, implemented through Moodle, contributed to the development of emotional intelligence of future professionals socionomic professions and is an efective tool in the development of professionally important qualities in terms of adaptive learning.
In the process of professional development of future specialists of socionomic professions afiliative needs, the desire for a sense of self-worth are especially pronounced. However, these aspirations do not always coincide with the real possibilities. Increased emotional sensitivity can both promote and complicate the processes of interpersonal interaction, integration into the profession, stimulating in the latter case the emergence of uncomfortable emotional states. It is the ability of the future specialist to efectively manage emotional states determines a positive mood in communication and allows the choice of attractive behavior in relation to the environment and stimulates the desire for active social interaction in the process of solving professional problems. Reflection of one’s own emotional experiences in relation to problematic or stressful situations of professional interaction encourages a rational correlation of the desired communicative behavior and real communicative opportunities, which also contributes to the conscious choice of status positions in communication and professional self-realization. Analysis of the phenomenology of emotional intelligence in the implementation of a comprehensive program with elements of augmented reality in the context of adaptive learning showed the positive dynamics of intrapersonal transformations (from awareness of emotional experiences to awareness of communicative choices and coping strategies, which in some way afects conscious choice tasks). The “training efects” identified during the correctional and developmental work confirm the importance of reflection emotional experiences in the process of interaction and the specifics of the application of augmented reality technologies in integration emotional and intellectual processes. According to the results of implementation and testing of the development program with elements of augmented reality, it was found that increasing the ability to understand and manage emotions by specially organized means promotes the development of components and general level of emotional intelligence, optimization of sociopsychological adaptation – involvement in integration processes and professional activities. The determined eficiency of integration of augmented reality technologies and traditional psychological and pedagogical techniques becomes a priority direction of reforming the system of adaptive learning in the context of professional training, which, in turn, actualizes the prospects of further research on relevant issues. E. Shmeltser, Development and implementation of educational resources in chemistry with elements of augmented reality, CEUR Workshop Proceedings 2547 (2020) 156–167. [27] N. Rashevska, V. Soloviev, Augmented reality and the prospects for applying its in the training of future engineers, CEUR Workshop Proceedings 2257 (2018) 192–197. [28] T. Kramarenko, O. Pylypenko, V. Zaselskiy, Prospects of using the augmented reality application in STEM-based Mathematics teaching, CEUR Workshop Proceedings 2547 (2020) 130–144. [29] N. Zinonos, E. Vihrova, A. Pikilnyak, Prospects of using the augmented reality for training foreign students at the preparatory departments of universities in Ukraine, CEUR Workshop Proceedings 2257 (2018) 87–92. [30] I. Mintii, V. Soloviev, Augmented reality: Ukrainian present business and future education,
CEUR Workshop Proceedings 2257 (2018) 227–231. [31] T. Kolomoiets, D. Kassim, Using the augmented reality to teach of global reading of preschoolers with autism spectrum disorders, CEUR Workshop Proceedings 2257 (2018) 237–246.