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{{Paper
|id=Vol-2898/paper15
|storemode=property
|title=The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning
|pdfUrl=https://ceur-ws.org/Vol-2898/paper15.pdf
|volume=Vol-2898
|authors=Viacheslav V. Osadchyi,Hanna B. Varina,Kateryna P. Osadcha,Olha V. Kovalova,Valentyna V. Voloshyna,Oleksii V. Sysoiev,Mariya P. Shyshkina
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==The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning==
https://ceur-ws.org/Vol-2898/paper15.pdf
The use of augmented reality technologies in the
development of emotional intelligence of future
specialists of socionomic professions under the
conditions of adaptive learning
Viacheslav V. Osadchyi1 , Hanna B. Varina1 , Kateryna P. Osadcha1 , Olha V. Kovalova1 ,
Valentyna V. Voloshyna2 , Oleksii V. Sysoiev3 and Mariya P. Shyshkina4
1
Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine
2
National Pedagogical Dragomanov University, 9 Pyrohova Str., Kyiv, 01601, Ukraine
3
Kyiv International University, 49 Lvivska Str., Kyiv, 03179, Ukraine
4
Institute of Information Technologies and Learning Tools of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060,
Ukraine
Abstract
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 effective
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 effectiveness
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
269
result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest.
Keywords
AR technologies, emotional intelligence, adaptive learning, future specialists of socionomic professions
1. Introduction
1.1. The problem statement
New requirements of the society to the level of education, intelligence and development of
professionally important personality’s traits at different stages of professional genesis necessar-
ily 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 interac-
tive 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 in-
novative 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
table of skills necessary for a successful career, proposed by analysts at the World Economic
Forum in Davos at 2016, emotional intelligence is ranked as the sixth issue. Thus, emotionality
AREdu 2021: 4th International Workshop on Augmented Reality in Education, May 11, 2021, Kryvyi Rih, Ukraine
Envelope-Open osadchyi@mdpu.org.ua (V. V. Osadchyi); okp@mdpu.org.ua (K. P. Osadcha); kovalova.ov.mdpu@gmail.com
(O. V. Kovalova); voloshyna.v28@gmail.com (V. V. Voloshyna); 4998858@gmail.com (O. V. Sysoiev);
shyshkina@iitlt.gov.ua (M. P. Shyshkina)
GLOBE https://mdpu.org.ua/new/uk/kafedra-nformatiki-kbernetiki/2990.html (V. V. Osadchyi); https://inst.mdpu.org.ua/
navchalno-naukovij-institut-sotsial/kafedra-psihologiyi/sklad-kafedry-psyhologiyi/varina-ganna-borysivna/
(H. B. Varina); http://osadcha.mdpu.org.ua/ (K. P. Osadcha);
https://inst.mdpu.org.ua/navchalno-naukovij-institut-sotsial/kafedra-psihologiyi/sklad-kafedry-psyhologiyi/kov/
(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)
Orcid 0000-0001-5659-4774 (V. V. Osadchyi); 0000-0002-0087-4264 (H. B. Varina); 0000-0003-0653-6423 (K. P. Osadcha);
0000-0001-5061-6506 (O. V. Kovalova); 0000-0002-4372-5824 (V. V. Voloshyna); 0000-0001-5899-0244 (O. V. Sysoiev);
0000-0001-5569-2700 (M. P. Shyshkina)
© 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
270
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 pro-
fessions. 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 profes-
sionals, taking into account the level of technological progress and the possibilities of modern
higher education.
1.2. Literature review
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
field. 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 [1]; as a complex construct
consisting of abilities of three types: identification and expression of emotions, regulation of
emotions, use of emotional information in thinking and activity. According to the authors,
the structure of emotional intelligence includes 4 components: accuracy of evaluation and
expression of emotions, use of emotions in mental activity, understanding of emotions and their
management. Goleman [2] interprets emotional intelligence as “people’s ability to interpret their
own emotions and the emotions of others in order to use this information for the achievement
of their own goals” [2]. Lioussine [3] views emotional intelligence as the ability to understand
your own emotions and emotions of others and manage them. According to the author, “the
ability to understand emotions” means that a person can: recognize emotion, i.e. establish the
very fact of having both your own emotional experience or emotional experience of another
person; identify an emotion, i.e. realize what kind of emotion he or she feels, and find a verbal
expression for it; understand the reasons that caused this emotion and the consequences it will
lead to. Lioussine [3] interprets the “ability to manage emotions” as an opportunity/ability to:
control the intensity of emotions, first of all, to suppress excessively strong emotions; control
the external expression of emotions; arbitrarily evoke one or another emotion. Modern scientific
research is reflected in the following studies of foreign and domestic scientists:
• analysis of the relationship between the individual components of IQ and EQ taking into
271
account the subjective factor (Gignac [4]);
• analysis of the impact of the leader’s emotional intelligence and the productivity and
effectiveness of professional activities of his or her subordinates (Ivcevic et al. [5]);
• diagnostics and development of psychological patterns of emotional intelligence as a
condition of mental health (Ihnatovych and Liashch [6]);
• emotional intelligence as a component of professional suitability and self-realization of
preschool educators (Sabol et al. [7]);
• readiness of future teachers for the development of students’ emotional intelligence
(Dubovyk et al. [8]).
In modern conditions of robotics development and modernization of the system of relations
between artificial systems and the user, Yan et al. [9] presented the results of a comprehensive
analysis of the progress of modeling emotional space in HRI. In the context of the informa-
tion technology introduction into the process of diagnostics and development of emotional
intelligence the study of the multimodal mood analysis is also a relevant one [10]. Lawson
et al. [11] research the effectiveness of using the Hierarchical Attention – LSTM model based
on Cognitive Brain limbic system (HALCB) in the context of neuroprogramming in order to
analyze the effectiveness of identifying people’s emotional states and reactions. In order to
analyze the impact of augmented and virtual reality on the development of emotional intel-
ligence and on the quality of recognition and transmission of relevant emotions by students,
scientists have empirically proven the effectiveness of the use of animated virtual pedagogical
agents, which demonstrate different range of emotions. In the pandemic conditions, according
to Sturgill et al. [12], there exists an increased risk of anxiety, depression and other negative
emotional states among students. At the same time, the authors state that with the development
of emotional intelligence, as a construct of the body’s self-regulatory system, it is possible to
reduce the risk of negative emotional states. The researchers analyzed the effectiveness of
Ajivar, an application that uses artificial intelligence and machine learning, in order to provide
personalized assessment and development of emotional intelligence. Moreover, Dovbysh et al.
[13] have proposed to use the information synthesis of the adaptive system in the diagnostics
of emotional intelligence and mental state of a person, as this system is based on images of
different faces and demonstrates a wide range of emotional states. Elor and Song [14] offer to
use the author’s ISAM development in the immersive virtual reality, in which the user evaluates
the emotions of images using an immersive self-assessment mannequin, thus it will stimulate
the development of cognitive structure of emotional intelligence, i.e. the ability to identify and
constructively express their own emotions.
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 difficult 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-sufficient and independent, realistically assesses his
or her own abilities, such person is a proactive member of the society. Emotional intelligence
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as a level of person’s emotional awareness, as well as the ability to understand the emotions of
other people, are important things for effective communication, which is a very vital quality for
representatives of socionomic professions.
Table 1: Information on tools for exploring pervasive development
Authors Study Concept of study
The authors demonstrate the experience of develop-
Anna Ståhl,
ing and implementing a digital diary called “Affec-
Kristina Höök,
tive Diary”, which provides users with an opportu-
Martin Svensson, Experiencing the
nity to write down their notes, but it also allows the
Alex S. Taylor, Affective Diary
users to record data from body sensors and mobile
Marco Combetto
devices regarding certain physiological and emo-
(2009)
tional states of the users [15].
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 wear-
Diana MacLean, A Wearable able butterfly that displays the user’s tense state in
Asta Roseway Biofeedback real time by means of activated wing movement. Re-
and 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 affective state.
Accordingly, they have found out that MoodWings
helps users to calm down and work better while
fulfilling stressful tasks [16].
AffectAura allows users to reflect on their emotional
states for an extended period of time. Researchers
Daniel McDuff, have developed a multimodal sensor setup for con-
AffectAura:
Amy Karlson, tinuous recording of audio, visual, physiological and
An Intelligent
Ashish Kapoor, contextual data, a classification scheme for predict-
System for
Asta Roseway, ing the affective state of the user, and an interface for
Emotional
Mary Czerwin- displaying the user. The system constantly predicts
Memory
ski (2012) the valence, excitement and activation of the user
and associates it with event information, communi-
cation and data interaction [17].
Continued on next page
273
Table 1 – Continued from previous page
Authors Study Concept of study
The researchers have created four prototypes to
study the usability and effectiveness of mobile inter-
ventions for stress management: social networks (a
text interface using SMS to deliver alarm messages
is created), playing games (commercially available
mobile games with simple tasks such as mazes and
CalmMeNow: basic interaction games (slopes, moves, rotations) as
Exploratory stimulation of the distraction factor are used), man-
Pablo Paredes, Research and aged acupressure (uses two vibration tactile motors
Matthew K. Design of in the bracelet, which stimulate acupressure points
Chan (2011) Stress Miti- in the wrists and chest; these points are known to
gating Mobile reduce stress – the researchers used the Wizard of
Interventions Oz technique to monitor the time of this stimulus),
controlled breathing (using the same bracelet, par-
ticipants are trained to breathe according to known
methods of deep breathing; proper breathing rhythm
is one of the key elements of achieving a calming
effect). Authors researched the effectiveness of this
comprehensive approach [18].
Akane Sano, An-
Recognizing
drew J. Phillips,
Academic Per- The researchers have collected extensive subjec-
Amy Z. Yu,
formance, Sleep tive and objective data through mobile phones, sur-
Andrew W.
Quality, Stress veys and sensors. The authors have analyzed daily
McHill, Sara
Level, and Men- and monthly behavioral and physiological patterns
Taylor, Natasha
tal Health using and identified factors that affect performance (GPA),
Jaques, Charles
Personality Pittsburgh Sleep Index (PSQI), stress scale (PSS), and
A. Czeisler, Eliza-
Traits, Wearable overall mental health score (MCS) with SF-12, using
beth B. Klerman,
Sensors and the data obtained [19].
Rosalind W.
Mobile Phones
Picard (2015)
In terms of student-centered approach, it is important to take into account the person’s
individual characteristics at different 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 different 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 psycho-
logical characteristics. Adaptive learning systems are specialized software or services that
adapt to the individual needs of individual students in the training process [20, 21]. These tools
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are able to synchronize with the learning process, adapt to the progress of each student, and
independently adjust educational and developmental content in real time. Adaptive learning
systems in comparison with the developments of previous generations, better and faster to
configure in the process, have the properties of flexibility, openness to modifications, which
ultimately allows for individualization, personalization, personality-oriented approach in the
professional development of a competitive specialist [22, 23]. Algorithms embedded in adaptive
learning systems evaluate the results of individual progress of each student in real time and,
depending on this, adjust the content, pace, etc. The functioning of such systems is based on a
competency approach, focus on individual progress. This distinguishes them from traditional
learning management systems designed for mass learning, linear courses. The main advantage
of adaptive learning systems is their ability to determine how the student, taking into account in-
dividual typological features, cognitive, psycho-emotional capabilities, learns, how “progresses”
in performing professionally oriented tasks, as well as providing accurate and timely feedback
[24]. Given this, we consider relevant and promising to study the theoretical and practical
principles of adaptive learning with an innovative component of the combination of traditional
psychological and pedagogical technologies and innovative technologies of augmented reality
in the development of professionally important qualities of the future specialist. According to
the analysis of existing scientific and practical trends and developments on the introduction of
modern AR technologies into a comprehensive system of future specialists’ training under the
conditions of adaptive learning, nowadays the issue of finding vectors of combining traditional
psychological and pedagogical approaches and modern information technologies in the pro-
cess of competence approach realization and development of emotional intelligence of future
specialists of socionomic professions remains quite branched and understudied issue.
2. Research methods
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 reg-
istration 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 effective professional self-realization, definition of basic
research concepts);
2) the experiment was conducted in four stages:
275
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 (inter-
personal 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 opportu-
nity 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 “Devel-
opment of emotional intelligence of future professionals”, which integrated traditional
psychological and pedagogical technologies and innovative augmented reality technolo-
gies, 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.
3. Research results
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:
1. Intrapersonal construct of emotional intelligence:
a) Understanding and analysis of emotions:
276
Figure 1: Structural model of emotional intelligence of the future specialist of socionomic professions.
• ability to label emotions and verbalize them; understanding the difference
between different 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 effectiveness 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;
277
• 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 (emo-
tional 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 stress-
protective functions of emotional intelligence are used to update and stimulate the mental
reserves of future professionals in difficult 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 tradi-
tional 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 [25]. AR
technology opens new opportunities for emotional inclusion into the educational process and
development of practical skills [26]. The practical combination of virtual and real experience
enriches the personality-oriented activities of students, affects their sensory system in terms of
educational materials perception [27]. Computer platforms such as Google Glass, MS HoloLens,
Google ARCore, Apple ARKit, etc. are used when working with augmented reality technology
[28]. The main feature of these technologies is the direct connection to the real world, while
virtual reality, which is being gradually introduced into the education system, lacks this feature
[29]. Augmented reality technology allows you to simultaneously see and use virtual and real
objects in the human world [30]. The research, conducted by Layered together with Neuro-
Insight, states that stimulation of the brain’s cognitive functions development becomes more
effective through the introduction of augmented reality technologies. Thus, impact on the
person can be carried out only through the computer screen (sight), with impact on other sense
278
organs (hearing, sense of smell, position in space, tactile sensations, sensations of temperature,
feeling of acceleration), or in various combinations. An example of such technologies is a virtual
reality environment in which a person can manipulate virtual objects as real ones: for example,
by moving their hands or when you can “add” a real object to a virtual environment, and it
will interact with virtual objects. The graphic image is close to reality and it influences the
sensory system of the organism, centers of emotional pleasure and promotes the inclusion in
the right hemisphere of the brain. Accordingly, the reflection of the simulated space and the
effect of personal participation in virtual events make AR technology a relevant psychological
and pedagogical tool, which is universal in the training process due to the feeling of real
inclusion in a particular situation. In addition, AR technology has the potential to make the
training process more effective as it helps to integrate knowledge into reality through emotional
engagement [31]. In this regard, when developing a procedural model for the development
of future specialist’s emotional intelligence a number of aspects were taken into account. In
particular, the development of emotional intelligence through augmented reality technology, as
it:
• gives the opportunity to evaluate themselves objectively, respond to life and professional
situations adequately, maintain emotional comfort;
• is an effective means of optimizing professional development of students of socionomic
professions through the development of their emotional readiness for the professional
activity;
• has a purposeful impact on the development of individual components.
During the development of this model, three blocks were identified: target, content-
operational and analytical (figure 2).
The aim of the proposed model is the development of emotional intelligence of future spe-
cialists 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 require-
ments 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
279
Figure 2: Model of introduction of augmented reality technologies in the process of development of
emotional intelligence of future specialists.
280
in the process of professional training at the stage of initial integration into the profession
has a positive effect 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 different 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 Psychophys-
iological Research uses models that interpret test results through various psychodiagnostic
techniques, computer versions of psychodiagnostic techniques with automated psychodiag-
nostic 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 effective 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.
Figure 3: Carrying out diagnostic procedures with the help of the computer complex HC-psychotest.
The psychodiagnostic procedures were conducted in two stages (primary diagnosis – Septem-
ber 2020, secondary diagnosis – December 2020). In order to identify the dominant level of
emotional intelligence of future specialists of socionomic professions, we chose the question-
naire 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:
281
Table 2
Diagnostic quantitative indicators according to the questionnaire “EmIn” by D. Lioussine
Scales Very low Low Medium High Very high
InterEI (interpersonal emotional intelli-
13.3% (8) 58.3 % (35) 21.7% (13) 6.7% (4) 0% (0)
gence):
InterU (understanding of other people’s emo-
8.3% (5) 61.7% (37) 25% (15) 5% (3) 0% (0)
tions)
InterM (management of other people’s emo-
18.3% (11) 53.3% (32) 16.7% (10) 11.7% (7) 0% (0)
tions)
IntraEI (intrapersonal emotional intelli-
10% (6) 43.3% (26) 35% (21) 6.7% (4) 5% (3)
gence):
IntraU (understanding of your own emo-
10% (6) 30% (18) 48.3%(29) 8.3% (5) 3.4% (2)
tions)
IntraM (management of your own emotions) 15% (9) 55% (33) 25% (15) 5% (3) 0% (0)
IntraE (control over expression) 6.7% (4) 46.7% (28) 33.3% (20) 8.3% (5) 5% (3)
UE (understanding of emotions) 8.3% (5) 46.7% (28) 36.6% (22) 6.7% (4) 1.7% (1)
ME (management of emotions) 13.3% (8) 51.7% (31) 25% (15) 8.3% (5) 1.7% (1)
General emotional intelligence 11.7% (7) 50% (30) 30% (18) 6.7% (4) 1.7% (1)
• 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
difficulties 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 difficulties 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 effective
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.
282
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 (𝑛 = 30) and
an experimental group (𝑛 = 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.
Table 3: The structure of the complex program “Development of emotional intelligence of future
professionals” with the elements of augmented reality
Traditional psycotech- AR tech-
Thematic planning Aim
nics nologies
Block I. Development of intrapersonal emotional intelligence
• participants’ acquain- exercises: “Poem”,
tance with the ground “Guess the emotion”,
rules and opportuni- “Write down the emo-
ties this training pro- tions”; goal-setting:
vides; “Drawing of the
1. Getting to know
• brainstorming ideas palm”; brainstorming: Aryzon AR
each other. Emo-
about emotions, emo- “Positive and negative Studio AR
tions and their role
tional intelligence; sides of emotions”; Study
in professional and
• acquaintance with mini-lecture: “The
personal life
the main mistakes concept of emotions
and prejudices in the and EI”, discussion:
world of emotions “Why do we need
and “mistakes of different emotions?”
thinking”.
Continued on next page
283
Table 3 – Continued from previous page
Traditional psycotech- AR tech-
Thematic planning Aim
nics nologies
exercises: “Stereo-
types of emotions
• research of your own understanding”,
emotional sphere; “Words”, “Irrational
• development of abil- thoughts”, “Emotion- Moment
2. Understanding ities to understand Event-Thought”, “10 AR Emo-
your own emotions your own emotions; situations”; projective tions
• improvement of the drawing: “Magic
ability to accept your world of emotions”;
own emotions. mini-lecture: “Under-
standing emotions”.
exercises: “Draw the
• development of abil- mood”, “My negative
ities to manage your emotions”; “Causes of
own emotions; negative emotions”,
3. Ways of man-aging • awareness of the “Scale of emotions”,
Paint Draw
your own emotions. causes of negative “Path of emotions”,
AR Interac-
Work with negative emotions; “Me-statement”; visu-
tive sandpit
emotions alization “Temple of
• acquaintance with
Silence”; mini-lecture:
the basic techniques
“Algorithm for work-
of reducing psycho-
ing off negative
emotional stress.
emotions”
Block II. Development of interpersonal emotional intelligence
• development of the exercises: “Pass
AR effect
ability to empathize; the emotion”, “Un-
AR Camera
• development of the expected guest”,
4. Understanding Virtual
ability to understand “Headbands”, “Story
other people’s Hologram
other people’s emo- with three emotions”,
emotions. Verbal Photo
tions; “Verbalization of
and nonverbal Editor
emotions of others”,
indicators of • understanding emo- App Body
“Phone conversation”,
emotions tional messages and Language
“Epithets”, mini-
corresponding reac- Psychology
lecture “Expression of
tions of the interlocu- Secrets
emotions”
tor.
Continued on next page
284
Table 3 – Continued from previous page
Traditional psycotech- AR tech-
Thematic planning Aim
nics nologies
exercises: “Manip-
• development of other ulation warm-up”,
people’s emotions How Are
“Depreciation”, “Ac-
management skills; You Feel-
ceptance of emotions
• study of barriers to ing? Clay +
5. Establishing con- of others”, “Reflection
emotional interac- Augmented
structive relation- on emotions”, “Con-
tion; Reality
ships with other structive relations”;
Alyssa -
• mastery of knowl- discussion “Influence
people: emotional Virtual &
edge and develop- of emotional states of
aspect AR Talk-
ment of skills that others”; mini-lecture
ing Girl
form the basis of con- “Algorithm for man-
Simulator
structive emotional aging the emotions of
interaction. others”
• evaluation of your exercises: “My
6. Round-up. Self- own achievements achievements (col- Universe of
reflection and analysis of devel- lage)”, feedback Emotions
opment prospects techniques
Analysis of the impact of AR technology elements (from the Google Play library) on the
development of person’s emotional intelligence components:
• AR effect. Using the application to create AR effects, 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 three-
dimensional drawings. The use of appropriate art technology reduces internal psycho-
emotional 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 com-
pletely new dimension, provides the chance to view 3D models from Sketchfab and Google
285
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 corre-
sponding 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 different emotions and depict
a wide range of emotional situations and social interactions. The respondent chooses
from many different emotional situations by simply tapping on different 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 different 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 different 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 mecha-
nisms of the person’s emotional-volitional sphere and to identify certain disorders.
An integrative combination of traditional psychotechnologies, based on art therapy, psy-
chodrama, 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
286
used augmented reality technologies, provided due to the material and technical support of the
STEAM-Laboratory (figure 4 (b))
Figure 4: Practical implementation of the program “Development of emotional intelligence of future
professionals” with the introduction of elements of augmented reality.
In the context of the analysis of the formative experiment effectiveness 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. Accord-
ing 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 effectiveness 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
287
Figure 5: Dynamics of development of emotional intelligence of future specialists in the conditions
of introduction of augmented reality technologies: a) the results of the control group of respondents;
b) the results of the experimental group of respondents.
different emotions, to analyze the cause of their occurrence and the impact of emotional
state on the effectiveness of tasks fulfillment in the process of professional activity;
• according to the results of the comprehensive program piloting an increase in the level of
288
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 effectiveness of the implementation of
emotional intelligence development program, we used Wilcoxon’s T-criterion, which is aimed at
the assessment of the difference 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 difference between two dimensions for each
person is recorded as an estimate for that person. The Wilcoxon criterion requires that the
differences 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:
𝐻0 : There is no difference between two methods. Thus, in the general population there
is no tendency for differences 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.
𝐻1 : there is a difference between two methods. Thus, in the general population, differences
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 𝑇𝑒𝑚𝑝 = 82
151 (𝑝 ≤ 0.05)
𝑇𝑐𝑜𝑛𝑡𝑟 = {
120 (𝑝 ≤ 0.01)
Accordingly, 𝑇𝑒𝑚𝑝 < 𝑇𝑐𝑜𝑛𝑡𝑟 , building an axis of significance:
Analysis of the axis of significance shows that the relevant rates fall into the zone of sig-
nificance. Thus, we accept hypothesis 𝐻1 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
289
“Self-management: development of sanogenic potential of the individual”, implemented through
Moodle, contributed to the development of emotional intelligence of future professionals so-
cionomic professions and is an effective tool in the development of professionally important
qualities in terms of adaptive learning.
4. Conclusions and recommendations for future research
In the process of professional development of future specialists of socionomic professions
affiliative 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 effectively 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 affects conscious
choice tasks). The “training effects” 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
efficiency 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.
290
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