APPLICATION OF TECHNOLOGIES SUPPLEMENTED AND VIRTUAL REALITY FOR ACQUIRING HARD AND SOFT SKILLS IN THE TRAINING OF CIVIL SECURITY SPECIALISTS
DOI:
https://doi.org/10.26906/SUNZ.2022.4.153Keywords:
visualization, learning technologies, augmented reality, virtual realityAbstract
Purpose. Analysis of the possibility of using augmented and virtual reality technologies to create distance online courses in order to ensure the acquisition of "hard" and "soft skills" of civil security specialists in the conditions of distance learning caused by combat operations. Subject. Systematization of methods and principles of using technologies of augmented and virtual reality in the process of training applicants for the specialty 263 Civil security in conditions of mixed education. The article examines the problems of acquiring hardskills and softskills by students during distance learning. The factors that form communicative and professional skills are determined. The problems of the formation of the content of professional training, the selection of forms and methods of working with applicants for the purpose of effective training in the competencies and skills necessary for professional activity in the field of civil security are substantiated. The use of 3D visualization, animation, sound accompaniment, subtitling in the development and formation of the training course of educational components allows you to fill it with the necessary informational content, immersing the student in a real production environment with the opportunity to practice emergency situations, adequate behavior in the event of an emergency, prompt and correct decision-making. The use of augmented reality makes it possible to bring the educational process as close as possible and provide the necessary competencies for the real technological process and equipment, which enables the student to quickly adapt to the workplace. The obtained results can be used by teachers and instructors to achieve practical skills, competencies, reduce the level of mistakes made among applicants, improve the quality of their training and the effectiveness of operational decisions in emergency situations.Downloads
References
M. Akcayir, G. Akcayir,. «Advantages and challenges associated with augmented reality for education: A systematic review of the literature». Educational Research Review. 20, 1–11 ,2017.
Joachim Scholz, Andrew Smith Augmented Reality: Designing Immersive Experiences That Maximize Consumer Engagement Business Horizons 59(2):149-161 · March 2016 DOI: 10.1016/j.bushor.2015.10.003
О. Ю. Чубукова, І. В. Пономаренко, «Інноваційні технології доповненої реальності для викладання дисциплін у вищих навчальних закладах України». Проблеми інноваційно-інвестиційного розвитку. № 16. с. 20-27, 2018.
X. Zhang, "The College English Teaching Reform Supported by Multimedia Teaching Technology and Immersive Virtual Reality Technology," 2019 International Conference on Virtual Reality and Intelligent Systems (ICVRIS), 2019, pp. 77-80, doi: 10.1109/ICVRIS.2019.00028.
Poyasok, T., Chenchevoi, V., Bespartochna, O., Chencheva, O. Application of the Augmented Reality Technology to Training Future Electrical Engineers Proceedings of the 25th IEEE International Conference on Problems of Automated Electric Drive. Theory and Practice, PAEP 2020, 2020, 9240788
Chencheva, O., Chenchevoi, V., Herasymenko, L., Bespartochna, E., .Shmeleva, A., Kolysnychenko, I. Proceedings of the 20th IEEE International Conference on Modern Electrical and Energy Systems, MEES 2021, 2021
Н. М Задерей., І. Ю Мельник., Г. Д. Нефьодова «Сучасні підходи до STEM-навчання в університетській освіті». Scientific Journal “Virtus” Issue # 5, February, р. 152 – 155. 2016.
