=Paper=
{{Paper
|id=Vol-3057/paper10.pdf
|storemode=property
|title=Application of VR/AR Technologies in Secondary General Education: Problems and Prospects
|pdfUrl=https://ceur-ws.org/Vol-3057/paper10.pdf
|volume=Vol-3057
|authors=Valentina N. Kormakova,Olga N. Satler,Svetlana D. Chernyavskikh
}}
==Application of VR/AR Technologies in Secondary General Education: Problems and Prospects==
https://ceur-ws.org/Vol-3057/paper10.pdf
Application of VR/AR Technologies in Secondary General
Education. Problems and Prospects
Valentina Kormakova 1, Olga Satler 2 and Svetlana Chernyavskikh 3
1, 2, 3
Belgorod State National Research University, 85, Pobedy St., Belgorod, 308015, Russia
Abstract
The article is devoted to the recent problem of using virtual and augmented reality technologies
in secondary general education. The article provides a theoretical analysis of VR /AR
technologies, reveals the essence of the basic concepts that determine the content of the article,
the meaning and purpose of the technologies under consideration, analyses the experience of
foreign and Russian studies on this topic, which allow revealing the advantages of using
VR/AR technologies in the educational process.
Based on the examples of the existing pedagogical experience in the use of these technologies
(the presence of developed VR/AR applications, the organization of teaching using these
applications), the article shows the prospects for further research in the direction of
“Neurotechnology, virtual and augmented reality technologies”, experimentally confirming the
effectiveness of using it in the educational process in general education organizations, as well
as the experience of using VR/AR technologies for teaching students in the field of «Teacher
training» in the educational organization of higher education (Belgorod State National
Research University, Russia), and presents the prospects for such technologies in the context
of using educational equipment in the educational process of the university.
Keywords 1
Virtual reality, augmented reality, educational process, information technology.
1. Introduction
The problems of using virtual and augmented reality technologies in education cause heightened
scientific and practical interest, which is reflected in the works of foreign and Russian authors on this
topic (H. Kaufmann, M. Papp, V.N. Taran, P.S. Bazhina, A.V. Dementieva, A.F. Ivanko, M.B.
Burtseva, etc.) [1; 2]. The use of virtual and augmented reality technologies in the educational process
was studied by the following Russian and foreign scientists: T.G. Vezirov, N. Kononova, I. Oblasova,
A. Pletuhina, N. Shiryaeva, G.A. Semenova, M. Lee, S.A. Lee, M. Jeong, H. Oh et al. [3; 4; 5; 6; 7].
To study and predict the possible future of Russian education and education on a global scale, on
September 1, 2020, a national project «Digital Educational Environment» (DEE) was launched in the
system of school education (general and vocational) in some regions. This project is aimed at the
development of school education and is part of the «Education 2030» project, the main tasks of which
are: preparing children for the responsible career development that «does not yet exist» and technologies
that «have not yet been invented»; the solution of problems which «now are impossible to predict».
These tasks are planned to be solved in the context of «designing a learning environment that can
effectively support the development of students' competencies» [8; 9; 10; 11]. Following the challenges
of the time, the Head of the Government of the Russian Federation M.V. Mishustin has signed order
No. 3345-r of December 15, 2020, on the allocation of 1 billion rubles for the implementation of digital
technologies in education: monetary funds should be spent on the purchase of educational content:
Proceedings of VI International Scientific and Practical Conference Distance Learning Technologies (DLT–2021), September 20-22, 2021,
Yalta, Crimea
EMAIL: kormakova@bsu.edu.ru (V. Kormakova); satler@bsu.edu.ru (O. Satler); chernyavskikh@bsu.edu.ru (S. Chernyavskikh)
ORCID: 0000-0001-7768-359X (V. Kormakova); 0000-0003-4827-998X (O. Satler); 0000-0003-1990-2082 (S. Chernyavskikh))
©️ 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 (CEUR-WS.org)
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digital notes on all general education subjects, interactive teaching materials (didactic games,
educational tests, virtual laboratories, multimedia cards, etc.).
2. The Purpose
Acknowledging the theoretical and scientific significance of the conducted research, we note that at
the moment the virtual and augmented reality technologies are rapidly developing and have great
prospects in education. This is especially relevant during the pandemic and lockdowns.
The purpose of this article is to study and analyze the possibilities of using VR/AR technologies and
the benefits of their use in the educational process.
3. Presentation of the Main Material
Currently, the use of virtual and augmented reality in education is gaining more and more popularity
and distribution. This is primarily because these technologies make it possible to bring teaching to a
fundamentally new qualitative level, and also help students to assimilate information better, arouse their
interest in the studied material. Students gradually, but strictly and at play study courses’ complex topics
and learn to apply theoretical material practically. In general education organizations, educational
organizations of secondary vocational education and higher education, traditional types and forms of
education are being replaced by more innovative ones: active and interactive [12; 13]. So, at present,
educational organizations widely use technologies of virtual and augmented reality: textbooks with
augmented reality, full-fledged training modules in virtual reality, and also full-fledged virtual
simulators [9, 14, 15].
Augmented reality (AR) is the projection of various digital information on electronic devices. Unlike
virtual reality, augmented reality does not create a whole artificial world, but allows you to supplement
the real world with virtual objects: video, graphic images, text information, etc. Augmented reality can
be implemented using applications for smartphones, tablets, augmented reality glasses, stationary
screens, and other devices [5; 6; 14; 16]. Augmented reality allows you to provide visibility to the
learning process. Modern AR textbooks do not just convey certain facts but immerse a person in the
subject area, bring objects to life and/or help to study material using animation. So, using a smartphone
and/or tablet camera, the user can see a virtual 3D object with animation or video, which can be
controlled in real space, viewed from different angles, rotated, and moved (Fig. 1).
These actions help develop spatial thinking, make learning more interesting and exciting, and also
improve the quality of the information received. Analysis of studies by foreign and Russian authors on
this topic (P.S. Bazhina, T.G. Vezirov, A.V. Dementieva, H. Kaufmann, M. Papp, G.A. Semenova,
V.N. Taran, etc.) allows us to conclude the practical significance, respectively, the great prospects of
using augmented reality technologies in education [1, 4, 5, 6].
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Figure 1: An example of augmented reality technology
Virtual reality (VR) is the surrounding world, artificially created using technical tools. A person
perceives it through the senses and sensations (Fig. 2).
Figure 2: An example of virtual reality technology
Virtual and augmented reality technologies in the educational sphere have proven themselves well in
the study of various academic subjects and disciplines. So, in physics, when studying the most complex
topics (for example, «Magnetic field», «Electromagnetic induction», etc.), it is recommended to
conduct experiments, which, in turn, can be transferred to virtual reality, thereby captivating, increasing
the cognitive interest of students. Also, these technologies are relevant in the study of the following
disciplines: «Environment», «Biology», «Geography», «Chemistry», etc. (Fig. 3).
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Figure 3: Fragment of VR-lessons in the chemistry
The ability to combine visual and audial information allows one to create a complete immersion in
the virtual environment. Students can study dangerous chemical/physical phenomena in detail, conduct
laboratory work using virtual equipment. Teaching using virtual and augmented reality technologies
are based on immersive technologies, as a kind of method that uses a simulated (artificial) environment,
while using which students can immerse themselves in the learning process, which improves the quality
of e-learning. Below you can see the advantages of using VR/AR technologies in education:
1. Visibility. Using 3D graphics or virtual space, it becomes possible to examine objects and processes
in more detail, for example, physical and chemical processes, human structure, cell structure, traveling
across countries, etc. These technologies allow demonstrating the process with any degree of detail
(Fig. 4).
Figure 4: Fragment of the lesson «Human Anatomy» in augmented reality
2. Involvement. In virtual and augmented reality, students solve complex educational problems in
a more fun and understandable form for them – at play; conduct experiments, influence the course of
the experiment independently. While using virtual and augmented reality technologies in class, one has
the opportunity to visit the place of a historical event, go on a trip across countries, etc. (Fig. 5).
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Figure 5: Viewing historical events in virtual reality
3. Security. With the help of virtual technologies, students have the opportunity to study
phenomena that threaten life and health, conduct complex operations, experiment, and much more
without any risks (Fig. 6). Regardless of the complexity of the scenario, the student will not harm
himself or other people.
Figure 6: Training on simulators in the virtual reality
4. Efficiency. The research on the implementation of VR/AR technologies in the educational
segment has its history. So, in 2019, the specialists of Modul Lab company, engaged in the development
of virtual and augmented reality solutions, together with the NTI Center for Neurotechnologies and
VR/AR on the base of the Far Eastern Federal University, conducted an intensive physics course in five
schools and colleges in the cities of Moscow and Vladivostok [15]. More than 60 students took part in
the experiment. A course of VR lessons on the topic «Magnetism» (9th grade) was specifically
developed for the research (Fig. 7).
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Figure 7: Fragment of a VR lesson on the topic «Magnetism»
In the research, the main group of students took an intensive course in a blended learning format,
alternating virtual sessions with classroom discussion after being divided into groups of ten. After
completing VR training, the average final score on the test among the students of the main group
increased by 28.8%, while the score of the students from the control group (in this group, VR/AR
technologies were not used) did not change. Previously, a similar study on the use of VR in the study
of fundamental disciplines was conducted at the University of Warwick in the UK [14]. This study,
there was organized a comparative analysis of the use of virtual reality technologies, paper textbooks,
and video tutorials. According to the test results, the quality of learning the material when using VR
devices has increased by 28.5%, video - by 16.1%, printed textbooks - by 24.9%. Confidence on a scale
from 1 to 5 as a result of using a VR device has increased by 1.18 points, after training by video - by
0.71 points, after studying a textbook - by 1.12 points. In addition, VR has significantly increased the
number of positive emotions among students, and video tools reduced them. The level of involvement
in VR training was significantly higher.
4. Results
Large-scale research was conducted from October 2020 to May 2021 by NTI Center for
Neurotechnologies and VR/AR based on the Far Eastern Federal University [15]. During the
experiment, there were tested such educational software of virtual and augmented reality as in Physics.
Magnetism; VARVARA; VR Space; Virtual Museum of Russian Style; VR Chemistry Lab; VR-
«Fundamentals of health and safety», etc. To determine the effectiveness of the use of virtual and
augmented reality technologies, there were involved the representatives of educational organizations
from many regions, such as Primorsky Krai; Nizhny Novgorod, Sverdlovsk, Samara, Irkutsk, Omsk
regions; the Republic of Dagestan, as well as teachers teaching in children's technoparks «Quantorium»
and in non-governmental educational organizations. In total, 1095 educational organizations took part
in the experiment [15]. In the course of the research, there were developed 23 educational software
products (applications), which were classified according to the disciplinary principle: chemistry,
physics, biology, foreign language, fundamentals of health and safety, computer science and
technology, mathematics, history, complementary education, interdisciplinary programs, and inclusive
education. The testing was carried out in 3 stages.
At the first stage of the experiment (August-September 2020), there was conducted a large-scale
sociological survey with the support of the Ministry of Education of the Russian Federation. During the
survey, there were assessed the equipment of educational organizations with VR equipment and the
attitude of teachers to technology in general. At the second (September-December 2020) and third
(January-May 2021) stages of approbation, the organizations took part in the experiment that tested
educational software and methodological materials for it, and also involved development companies
that corrected the shortcomings of their software, identified during testing. In May 2021, at the final
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stage of work, the FEFU NTI Center, based on the analysis of feedback forms from teachers
participating in the approbation program, obtained the following results (Table 1).
Table 1
Application benefits
№ Advantages Number of participants
1 Helpful 186
2 Methodologically literate 84
3 Convenient to use 148
4 Liked by the students 206
5 Has pedagogical experience 144
6 Others 13
To the question: Did you like the app? 98% of the respondents answered positively. As it can be seen
from the table, among the main advantages of the tested programs we can also name the following
additional advantages: positive attitude of students, usefulness, and ease of use. In addition, according
to educators, the applications have pedagogical potential and are methodologically literate. Among
other advantages of the software, there were also noted the following: the development of new
educational skills among students; gamification; the expediency of immersion in the information and
educational environment to consolidate practical skills; visualization of processes, visibility (more
detailed than video or image); new opportunities for additional education; more effective memorization;
novelty, innovativeness; benefit in consolidating and testing knowledge; increased cognitive interest of
students in the subject and increased learning motivation [8; 15].
In addition to the advantages of using the applications, the disadvantages were also mentioned (Table
2).
Table 2
Negative experience of using apps
№ Disadvantages Number of participants
1 Complicates the teaching process 28
2 Methodologically impractical 6
3 Inconvenient to use 15
4 Disliked by the students 5
5 Has no pedagogical potential 1
6 No disadvantages 170
7 Others 55
Some teachers decided that certain applications were complicating the learning process (28
respondents), were inconvenient to use (15), were methodologically impractical (5): teachers noted that
the students did not like the applications. Among other disadvantages, there were mentioned the
following: the non-obvious expediency of using virtual reality technology («helmets are not needed»);
the lack of content - teachers wanted more content, assignments, tests, scripts, objects in libraries, etc.;
some technical difficulties (the app loads slowly, «freezes», there is no optimization, does not fit all
devices); the unsatisfactory graphics; the need to improve pedagogical design; the lack of introductory
lesson/instruction for students who «put on a helmet» for the first time; the application is fee-paying.
Insufficient equipment (one helmet per class) and poor Internet connection at school were also noted.
However, these problems are not related to software shortcomings and 98% of teachers would like to
use the applications in their classes in the future. Thus, we can conclude that the effectiveness of training
with the use of virtual and augmented reality is significantly higher compared to the use of the classical
format.
To improve the information and technological competence of students - future teachers, Belgorod
State National Research University has a certain experience in the use of VR/AR technologies. So, in
2021, at the Department of Informatics, Natural Sciences and Teaching Methods of the Faculty of
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Mathematics and Natural Science Education of the Pedagogical Institute, as part of the final
qualification work in the direction of preparation 44.04.01 «Teacher training», the master's program
«Information Technologies in Education», there was organized research on the following topic:
«Development of a game application with elements of augmented reality». A computer science game
application with augmented reality elements was developed. Tasks were compiled on the following
topics: «The structure of a personal computer», «Operations with binary numbers», «Measurement of
information», «Coding of Information». This app was developed using the Unity IDE and the SDK
Vuforia augmented reality platform. It was developed for educational purposes and, as shown by
observation and testing of students, contributes to better assimilation of educational material [9; 13].
Taking into account the challenges of modern school education and the introduction of new
approaches to the training of highly qualified specialists, since 2019 teachers of the Department of
Informatics, Natural Sciences and Teaching Methods have been participating in the implementation of
the project of the European Union program «Erasmus +» on the following topic: «Integrated Approach
to the Training of STEM Teachers» (STEM) for 2019-2021. The project goal is the implementation of
the best practices of the STEM approach to learning in the educational systems of Russia and
Kazakhstan [9; 17; 18]. As an interdisciplinary approach to teaching, learning, and educating, STEM
aims to develop «flexible skills» relevant to modern society: critical thinking, a creative approach to
finding solutions to the problems of the modern world, communication, collaboration, and teamwork.
Following the demands of the time, in 2020, there was opened a master's program called «Training of
STEM teachers» at the Belgorod State National Research University. As a part of the project, the
software and hardware complex Mobile virtual reality class EDUBLOCK Plus (VR-3) was purchased.
The mobile virtual reality classroom EDUBLOCK Plus includes an autonomous virtual reality helmet
HTC Vive Focus Plus (Fig. 8), which does not require a connection to a computer and the installation
of base stations.
Figure 8: HTC Vive Focus Plus virtual reality helmet
The use of this equipment will allow future teachers, within the framework of interdisciplinary
connections and project activities, to independently create VR applications, and to teach this to students
in the future. As it was shown by the theoretical analysis of scientific and methodological literature, the
own work experience when using VR/ R technologies in the educational process, attention should be
paid to the following points:
1. When creating content for a discipline, it is necessary to develop lessons for each topic in the form
of separate materials or a complete course, which requires large human and program resources.
Currently, there is not enough groundwork in the field of virtual reality, a small amount of content has
been developed for school lessons. The Russian education system lacks augmented reality textbooks
and mobile applications that allow the implementation of AR technologies in learning places.
2. When developing educational applications using augmented reality, unfortunately, all the
possibilities of virtual reality are not always used, which leads to insufficient performance of
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educational and developmental functions. Therefore, it is important to make the content visual and
involve learners in the educational process, for which it is necessary to create/use the right tools [2; 3].
3. The use of virtual and augmented reality opens up new opportunities in learning, however, the
complexity of content development, the high cost of devices, and the high cost of final solutions limit
its use in the educational process [4].
5. Conclusion
The implementation of virtual and augmented reality technologies into the educational
process of the school is recent and prompt: it meets the modern challenges of society;
contributes to solving the problems of developing the digital educational environment,
increasing the motivation of students for educational activities and their involvement in the
educational process; significantly improves the quality of teaching and learning. The use of
these technologies in school is especially recent during studying the natural science disciplines:
it allows students to conduct experiments at different levels of complexity without harm to
health, improves the quality of learning of educational material, helps to increase students' self-
confidence.
The solution of the issue of the implementation of virtual and augmented reality (VR/AR)
technologies into secondary general education necessarily requires the full equipping of
schools with modern digital equipment and the corresponding high-quality teacher training.
The experience of using VR/AR technologies in the educational process of the Belgorod State
National Research University has shown that the use of such technologies contributes to
improving the quality of students' assimilation of educational material.
The analysis of scientific sources, research materials, the current situation on the educational
services market, and work experience allows us to say that that virtual and augmented reality
are modern and rapidly developing technologies that cannot yet completely replace the content,
forms, and means of secondary general education, but today they can qualitatively complement
them, optimize the educational process in educational organizations of different levels.
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