Features of Implementation of Augmented and Virtual Reality

Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional

Self-determination

Hanna B. Varina

1 a

, Kateryna P. Osadcha

1 b

, Svetlana V. Shevchenko

1 c

and

Olena G. Glazunova

2 d

Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine

National University of Life and Environmental Sciences of Ukraine, 15 Heroyiv Oborony Str., Kyiv, 03041, Ukraine

Keywords:

Augmented Reality, Interactive Technologies, Emotional Intelligence, Visualization, Professional Self-

identiﬁcation, Professional Orientation, Empathy, Emotional Awareness, Self-Motivation, Emotional

Stability.

Abstract:

Trends of modern society development, boom of the computer technologies, globalization and informatization

affect all areas of public life, including education. In the conditions of transformational and epidemiological

changes the signiﬁcance, aim and mission of modern education include not just gaining basic knowledge

and necessary skills and abilities but also the development of a cultural code, an independent approach to

acquiring new knowledge, cultural values, and new forms of the activity. Currently, to solve this problem,

innovative methods are used; these methods contribute to more effective acquisition of new knowledge with a

high degree of students’ involvement in the educational process. These methods also include augmented and

virtual reality technologies, i.e. they can be both a learning tool and the research objectives. The paper presents

a practice-oriented model of introducing the components of augmented and virtual reality in the process of

developing the high school students’ emotional intelligence at the stage of their professional self-identiﬁcation

as a key factor of the development of professional self-awareness. An empirical study of high school students’

emotional intelligence, based on the elements of augmented and virtual reality, which was carried out before

piloting the program showed the following results – the majority of students are dominated by a low level

of emotional intelligence. The least pronounced is the ability to manage both their own emotional state and

the emotions of other people. In particular, we have to emphasize a tendency of high school students of

social type of professional self-identiﬁcation to recognize the emotions of other people. Participants with a

realistic type of professional self-identiﬁcation have a low level of empathy; those having the entrepreneurial

type of professional self-identiﬁcation have low scores on the scale of emotional management. As a result of

approbation of the components of augmented and virtual reality, it was found out that the level of intrapersonal

emotional intelligence signiﬁcantly increased among the respondents with a social orientation of professional

self-identiﬁcation. The priority task of designing a comprehensive program for the introduction of augmented

reality in the modern educational space is to increase ergonomics, safety of the use of augmented and virtual

reality elements in the process of development of high school students’ key life competencies.

1 INTRODUCTION

The need for innovative changes in the modern edu-

cational system is determined by the fact that in to-

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https://orcid.org/0000-0002-0136-4936

day’s informational society, the main conditions for

the well-being of everyone are the knowledge, gained

through unhindered access to information, and the

ability to work with it. In today’s world, advanced

technologies, which include information and com-

munication technologies and augmented reality tech-

nologies play a key role in the economic development

of society, providing new incentives to increase the

Varina, H., Osadcha, K., Shevchenko, S. and Glazunova, O.

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of Emotional Intelligence of High School Students in Terms of

Professional Self-determination.

DOI: 10.5220/0010928700003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 85-100

ISBN: 978-989-758-558-6

competitiveness of the individual. Recently, there has

been a rapid development of augmented reality tech-

nologies (Kramarenko et al., 2020). According to

Zijadic et al. (Zijadic et al., 2020), the market for

applications, using elements of augmented and vir-

tual reality, will expand annually, in particular, due

to the emergence of new areas of their use, including

the sphere of education. Recent studies of show that

the market for educational software in 2019 was $ 9.9

billion (Liu, 2020). Forecasts suggest that the educa-

tion software market will amass worldwide revenues

of around 10.4 billion U.S. dollars in 2021. Should

this forecast hold, it would represent a year-on-year

growth of over 200 million dollars. Estimates sug-

gest that this trend of strong growth will continue for

years to come, reaching 11.3 billion dollars by 2024

(Liu, 2020). This indicates the active implementation

and use of software in all areas of education. Social

changes that take place in society at the level of global

processes are more evident than the processes that oc-

cur in the mind, psyche, and inner state of the individ-

ual.

One of the main tasks of education in secondary

school is the development of creative thinking of the

individual, who is able to adapt to the conditions

of new life and responsible for self-education, self-

control and self-improvement (Vlasenko et al., 2020).

However, the process of choosing a life and profes-

sional path becomes very difﬁcult for today’s youth,

who are not ready to respond properly to the sur-

rounding conditions, manage their emotions, assess

their personal potential, and overcome the difﬁculties

caused by changes in society. Emotional readiness

for the professional activity is considered to be a con-

scious readiness of a specialist to apply the emotional

competencies necessary for the constructive solution

of professional tasks. In this regard, it is very impor-

tant to study the impact of emotional intelligence on

the professional self-identiﬁcation, in particular the

ability to understand, manage and control your own

emotions depending on the situation. At the same

time, the issue of identifying ways and methods of

diagnosis and development of emotional intelligence

as an integrative component of high school students’

effective professional self-identiﬁcation is quite com-

plicated. The main problem is a constant change of

the conﬁguration and dominant means of information

perception.

Modern teenagers are representatives of a new

generation. These teenagers have got into the

whirlpool of rapid technological development and so-

cial changes. A typical representative of this genera-

tion is a child who learns how to use YouTube before

he or she learns to read and write. The best leisure

activities for these children are surﬁng the Internet,

social networking and watching videos. At the same

time, parents and education in general face a new dif-

ﬁcult task – to ﬁnd something that will motivate, in-

spire and reveal the talent of each individual. Repre-

sentatives of new generation will no longer be able to

imagine the world without virtual and augmented re-

ality, smartphones, e-books, mobile devices. Accord-

ingly, the methods of inﬂuencing and developing per-

sonal resources of the younger generation also require

global changes, taking into account trends in science,

technology and information capabilities of the mod-

ern educational environment. Taking into account the

high school students’ individual and age psychologi-

cal characteristics, the priority of the research is an in-

troduction of innovative augmented reality technolo-

gies into the development of younger generation’s

emotional intelligence.

2 LITERATURE REVIEW

Modern scientiﬁc research is focused on the combi-

nation of innovative technologies in science and tech-

nology, taking into account the personality’s individ-

ual typological characteristics. Emotional readiness

for professional activity is considered to be a con-

scious readiness of a specialist to apply emotional

competencies necessary for the constructive solution

of professional tasks. In this regard, the study of

the impact of emotional intelligence on professional

self-identiﬁcation, in particular the ability to under-

stand, manage and control their emotions depend-

ing on the situation becomes more and more rele-

vant. Modern scientists consider emotional intelli-

gence to be one of the factors of the ability for pro-

fessional self-identiﬁcation. The level of emotional

intelligence development will determine to what ex-

tent a person is able to adapt to the chosen profession,

achieve certain outcomes and realize their own pro-

fessional and personal potential. Scientists pay con-

siderable attention to the analysis of the relationship

between the emotional sphere of an individual and

his or her psychological well-being and health, abil-

ity to maintain stability and prevent personal and pro-

fessional burnout (Grover and Furnham, 2021). Sci-

entists have found out that the sufﬁcient level of the

emotional intelligence development acts as a buffer

in the manifestation of the negative effects of stress.

It helps to stabilize the emotional state and prevent

mental disorders such as psychopathy. Dave et al.

(Dave et al., 2019) in the longitudinal study empiri-

cally established the relationship between emotional

intelligence and motivation to continue learning af-

AET 2020 - Symposium on Advances in Educational Technology

ter school, i.e. to get higher education. According

to the (Dave et al., 2019), emotional intelligence is,

ﬁrst of all, a complex combination of emotional self-

perception and personal trends associated with the

perception, understanding, use and management of

their own emotions and emotional states of other peo-

ple.

Scientists assign a signiﬁcant role to the emotional

intelligence as a factor which increases the personal-

ity’s motivational component. In the empirical study,

lin Tam et al. (lin Tam et al., 2021) prove a correlation

between the level of emotional intelligence develop-

ment, increased motivation and improved academic

performance. Scientists also conﬁrm the interdepen-

dence of the level of emotional intelligence devel-

opment and academic achievements with the behav-

ioral and emotional component of professional devel-

opment. The results of the empirical research showed

that emotional intelligence had a signiﬁcant direct im-

pact on the behavioral and emotional involvement in

the process of learning (Thomas and Allen, 2021).

Thus, this empirical and practical research allows us

to conclude that functional characteristics of emo-

tional intelligence are represented by a system of

emotional attitudes to themselves as the knowers, to

the world and other people, and these features are re-

ﬂected in social interaction. Emotional intelligence

should be considered in the context of the category of

“activity”, because it is developing and is manifested

in the activities, in the process of communication and

interaction with other people. Therefore, emotional

intelligence is an important integrative component of

the process of successful career guidance.

Increased interest in the research and development

of emotional intelligence has allowed us to expand the

idea of traditional tools and take into account trends

in the development and implementation of innovative

ICT not only in the educational process but also in

modern psychological practice. Accordingly, in order

to optimize the process of studying the level of emo-

tional intelligence of children, Narimani et al. (Na-

rimani et al., 2019) suggest to use MSCEIT (Mayer

Salovey Caruso Emotional Intelligence Test) – one

of assessment tools, which uses the approach to the

evaluation of the effectiveness of the emotional intel-

ligence realization. To make the evaluation process

more exciting and interesting for the children, the re-

searchers gamiﬁed the whole process. Researchers

have developed and implemented a mini-game, the

main task of which is to measure the emotional in-

telligence of children, focusing on the game partic-

ipants and facilitation tasks, which are presented in

MSCEIT. The emotional component, as an important

constant of social interaction, has made it possible

to update research related to the introduction of the

emotional component in various artiﬁcial intelligence

systems. Thus, researchers have found out that the

emotional coefﬁcient is still absent in the current gen-

eration of interactive chat bots. According to the sci-

entists, it leads to a decrease in the quality of com-

municative and social interaction, and can also lead

to the emotional rigidity of users. Accordingly, the

study describes the stages of development of a block

of such agents, i.e. the ability to respond with a cer-

tain emotion to the input text, which contains a certain

emotion and improves the process of understanding

the information environment (Shankar et al., 2021).

Other studies are devoted to the multimodal recog-

nition of emotions in the process of developing the

emotional intelligence of users (Shah et al., 2021).

Because of the fact that people express emotions not

only in speech, but also by the voice tone and fa-

cial expressions, the developers used the functions of

three modes – text, audio and video, and tested dif-

ferent fusion techniques to combine models. Shah

et al. (Shah et al., 2021) proposed a new architecture

speciﬁcally designed for dyadic conversation, where

each person is modeled using a separate network that

shares an emotional context. Researchers also ana-

lyze the degree of students’ emotional intelligence de-

velopment depending on the perception of emotions

displayed by virtual instructors. Lawson et al. (Law-

son et al., 2021) found out that students were able

to distinguish positive emotions from negative ones;

they considered the teaching of positive instructors to

be more effective, more reliable, more human and at-

tractive. In addition, students who saw positive emo-

tional reactions from virtual instructors, indicated that

they tried to pay attention to the lesson and enjoyed it

more than those who saw negative emotions displayed

by virtual instructors.

Having analyzed the priority of using modern

ICT in the process of professional self-identiﬁcation

and personality development, we consider the study

(Tkachuk et al., 2021), aimed at the identiﬁcation of

the effectiveness of the methods of audience response

systems and mobile tools for practical training in the

university, to be an innovative one. Researchers have

analyzed Ukrainian and foreign research works on the

use of mobile ICT in education. The authors have de-

veloped methods for applying audience response sys-

tems using Plickers and mobile tools for multimedia

development based on augmented reality tools. Sci-

entists’ comparative assessment of the functionality

of audience response systems and mobile tools for

the development of multimedia based on augmented

reality provides an opportunity to state the effective-

ness of the use of appropriate augmented reality tech-

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional Self-determination

nologies in the process of optimization and individu-

alization of academic learning (Tkachuk et al., 2020).

In the context of individualization of the professional

and personal development taking into account the in-

dividual psychological characteristics of students, it

is important to study the implementation of a concep-

tual model of learning based on the combination of

AR and VR technologies with adaptive learning sys-

tems. The authors substantiate the use of VR and AR

technologies as a special information environment,

which is used in accordance with the identiﬁed domi-

nant types of thinking and intellectual abilities of stu-

dents (Osadchyi et al., 2020). In Europe and the USA,

the use of AR and VR technologies is actively car-

ried out in psychotherapeutic practice, in psycholog-

ical counseling and psychocorrection. In particular,

in 2008 in Brussels (Belgium) the International Asso-

ciation for Cybertherapy and Rehabilitation was cre-

ated, which publishes its own journal – CyberTherapy

& Rehabilitation. Members of this association con-

tribute to the creation, implementation and promotion

of new AR and VR technologies in clinical practice.

AR and VR methods in psychotherapy are considered

as complementary to traditional. Taking into account

the increased interest and achievements of scientists

and practitioners in the ﬁeld of use of augmented re-

ality systems and applications for the optimization of

cognitive processes, intelligence, emotional and vo-

litional sphere of personality, the issue of analyzing

the development of emotional intelligence using mod-

ern ICT and design of a comprehensive program of

traditional psychotechnologies and augmented real-

ity technologies in the process of developing the high

school students’ emotional intelligence at the stage

of their professional self-identiﬁcation is becoming a

relevant one.

3 RESEARCH METHODS

Interdisciplinary research was conducted as part of

the research work carried out at the expense of the

general fund of the state budget: “Adaptive system for

individualization and personalization of future profes-

sionals’ training in the conditions of blended learn-

ing”, state registration number: 0120U101970. A

comprehensive interdisciplinary study was conducted

in the framework of scientiﬁc cooperation between

STEAM-laboratory, Laboratory of Psychophysiolog-

ical Research and Laboratory of Health Psychology

of Bogdan Khmelnitsky Melitopol State Pedagogi-

cal University. Methods used in the research pro-

cess are: analysis of theoretical sources, study of

advanced psychological and pedagogical experience

of foreign and domestic teachers on the implemen-

tation of competence-based and personality-oriented

approach in the educational process, development of

emotional intelligence of future students at the stage

of professional self-identiﬁcation; methods of gener-

alization and conceptualization to formulate the main

provisions of the study; design and modeling of an

empirical construct of a combination of traditional

and innovative AR/VR technologies in the diagnostics

and development of high school students’ emotional

intelligence; generalization and evaluation of results.

4 RESEARCH RESULTS

Theoretical and empirical study of the development

of components of high school students’ emotional

intelligence at the stage of their professional self-

identiﬁcation based on the elements of augmented re-

ality was conducted on the basis of Bogdan Khmel-

nitsky Melitopol State Pedagogical University from

2019 to 2020. The piloting study was attended by

high school students from Melitopol (educational es-

tablishment No 16, secondary school No 7, 14), fu-

ture university entrants. Participation in the study was

voluntary, conducted with the consent of parents or

guardians. The sample is representative. The total

number of participants was 93 people (girls and boys)

aged 15 to 17 years. The study was conducted in sev-

eral stages:

1. Analysis of the theoretical and methodological

foundations of the process of emotional intelli-

gence development in the scientiﬁc literature.

2. Construction of a structural-logical model of de-

velopment of components of high school stu-

dents’ emotional intelligence at the stage of their

professional self-identiﬁcation with the use of

augmented reality technologies.

3. Development, planning and implementation of a

diagnostic procedure for the identiﬁcation of the

degree of participants’ emotional intelligence de-

velopment using the latest computer system for

psychophysiological testing – HC-psychotest (Va-

rina and Shevchenko, 2020). Empirical research

was carried out in several stages:

• Organizational stage: the choice of diagnostic

techniques, the formation of a group of experi-

ment participants.

• Research stage: the ﬁrst stage of empirical re-

search was aimed at the identiﬁcation of the

role of high school students’ emotional intel-

ligence and the level of their professional self-

identiﬁcation.

AET 2020 - Symposium on Advances in Educational Technology

• Analytical stage: the second stage of empirical

research which includes quantitative and quali-

tative analysis of the obtained data, correlation

analysis.

4. Development and piloting of a comprehensive

program for the high school students’ emotional

intelligence development.

In the context of the analysis of theoretical mod-

els of personality’s emotional stability the structural

components of this phenomenon have been analyzed.

In scientiﬁc psychology the ﬁrst model of emotional

intelligence was constructed in 1990 by Mayer et al.

(Mayer et al., 2016). Emotional intelligence meant

“the ability to follow your own and others people’s

feelings and emotions, to distinguish them from each

other and to use the information obtained to guide

your actions and thinking” (Mayer et al., 2016).

Emotional intelligence was viewed as a complex

construct that included the abilities of three types:

the recognition and expression of feelings, the abil-

ity to regulate emotions, the ability to use emotional

information in the mental process and life. Final ver-

sion of the model of emotional intelligence by Mayer

et al. (Mayer et al., 2016) is presented as a model of

abilities, in which emotional intelligence is the abil-

ity to process information contained in emotions; to

identify the meaning of emotions, the relationship be-

tween each other; to use emotional information for

thinking and decision making. In the structure of

emotional intelligence within the model of abilities

there are four groups of abilities called “branches”:

identiﬁcation (perception, recognition) of emotions,

the role of emotions in solving problems, under-

standing and analysis of emotions, conscious emotion

management. This model of emotional intelligence

laid the foundations for the concept of emotional in-

telligence developed by Goleman (Goleman, 1998),

who supplemented the existing model with personal

abilities: enthusiasm, perseverance and social skills

(Cherniss et al., 2006).

According to Di Fabio et al. (Di Fabio et al.,

2012), emotional intelligence is a set of all non-

cognitive abilities, knowledge and competencies that

give an individual the opportunity to successfully

overcome various life situations. Di Fabio et al.

(Di Fabio et al., 2012) identiﬁed ﬁve areas of com-

petence. These areas are identical to ﬁve components

of emotional intelligence. Each component contains

subcomponents:

1. The process of self-knowledge: awareness of your

own emotions, conﬁdence, respect for yourself,

wish for independence and self-actualization.

2. Developed interpersonal communicative skills:

empathy, interpersonal relationships, social re-

sponsibility.

3. Ability for the adaptation: to solve problems, be

ﬂexible and to keep in touch with the real world.

4. Ability to manage a stressful situation: to be re-

sistant to stress, to control impulsivity.

5. Predominant mood: happiness, optimism.

Analysis of the scientiﬁc literature allows us to

identify the components of emotional intelligence are:

self-awareness (awareness of their social status and

their vital needs), self-control (awareness and eval-

uation of the subject of their actions, mental pro-

cesses and states), empathy (understanding of emo-

tional state, penetration - compassion in the experi-

ence of another person), relationship skills (actions

that are formed by repetition, which are characterized

by a high level of assimilation), motivation (motiva-

tions that cause activity of the body and the individual

as a whole and determine its direction).

The main aspects of professional self-

determination:

1. Professional self-determination is the selective at-

titude of an individual to the world of professions

in general and to a speciﬁc chosen profession.

2. The core of professional self-determination is a

conscious choice of profession, taking into ac-

count its features and capabilities, the require-

ments of professional activity and socio-economic

conditions.

3. Professional self-determination is carried out

throughout the professional life: the individual

constantly reﬂects, rethinks his professional life

and asserts himself in the profession.

4. Actualization of professional self-determination

of the individual is initiated by various events,

such as graduation from secondary school, voca-

tional school, advanced training, change of resi-

dence, certiﬁcation, dismissal, etc.

5. Professional self-determination is an important

characteristic of the socio-psychological maturity

of the individual, his need for self-realization and

self-actualization.

Based on the results of theoretical analysis, we

have developed a personalized model of emotional in-

telligence development, taking into account students’

individual typological features (ﬁgure 1). The model

is based on the following principles: principle of the-

ory and practice balance, humanization of education,

subjectivity, professional orientation, individualiza-

tion, choice of individual educational path, situational

learning, educational reﬂection, systematic learning,

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional Self-determination

fundamentality. The purpose of designing the model

is, on the one hand, social order of the society: the

need for competitive professionals, on the other hand,

future professionals’ need for effective personal and

professional development.

Criteria for the effectiveness of the developed

model is its compliance with the stated goals and ob-

jectives, as well as recorded changes that occur with

participants in the process, namely the positive dy-

namics of emotional intelligence and its components

in high school students; development of empathy,

self-esteem, self-conﬁdence; development and opti-

mization of communication skills, which are reﬂected

in communication and interpersonal skills; develop-

ment of socio-psychological competence; ability to

navigate in social situations, understand other people,

choose and implement adequate forms of communi-

cation; willingness to understand and accept another

person’s behavior.

Taking into account the priority prospects for the

use of innovative computer technology in psychodi-

agnostic practice, the analysis of the development

the emotional stability components was conducted

on the basis of the Laboratory of Psychophysiolog-

ical Research and STEAM-laboratory. In the Lab-

oratory of Psychophysiological Research, in order

to address issues of professional selection and ca-

reer guidance diagnostics, scientists used the follow-

ing set of HC-psychotests. “Candidate” is an effec-

tive and easy-to-use tool for professional orientation

and professional selection, which allows you to as-

sess the level of the manifestation of professionally

important psychophysiological qualities and profes-

sional competencies, as well as to predict the further

development of the specialist and conduct in-depth

professional psychodiagnostics. The study was con-

ducted in a group mode, using the program of HC-

psychotest. During the study, the same conditions

that affect the test results were created: the content

of the test material; complexity of questions; time al-

lotted for answers. Indicators for the choice of meth-

ods were the following: their compliance with the cri-

teria of reliability and validity, age characteristics of

the participants, adequacy (Varina and Shevchenko,

2020). The following methods were used in the em-

pirical study: theory of career choice (Holland, 1974),

questionnaire of emotional intelligence “EMIN” (Li-

oussine, 2003), technique of emotional intelligence

(Hall, 2007). To identify the level of relationship

between emotional intelligence and professional self-

identiﬁcation, as well as tolerance for uncertainty, we

used correlation analysis (Pearson’s correlation coef-

ﬁcient), Mann-Whitney’s statistical criterion.

Thus, according to table 1, we found out that most

students tend to have a profession of social and artis-

tic types. The social type of professions predominates

among the students of the 11th grade. For the 10th

grade students the artistic type of professional self-

orientation is more characteristic. This indicates the

lack of a clear choice of direction of further employ-

ment.

Table 1: Indicators of values in the sample according to J.

Holland’s technique.

Names of the scales General 10th grade11th grade

Realistic type 5.3478 5.0938 5.6842

Intellectual type 6.4130 6.5000 5.4737

Social type 8.0000 8.0312 9.1053

Conventional type 6.3478 6.6250 5.9474

Entrepreneurial type 7.8261 7.5938 8.0000

Artistic type 8.1304 8.5625 8.7368

Therefore, according to table 2, we provide a more

detailed quantitative and qualitative analysis of the

obtained indicators. On the scale of InterU (under-

standing of your own emotions), we received an av-

erage score of 24.12. This is the average rate for

this scale (23–26). This score is also within a norm

in all groups of respondents. On the scale of In-

terM (management of other people’s emotions), we

received an average score of 19.65, which is also an

average indicator, within the norm (18–21). Accord-

ing to the scale of IntraU (understanding of your own

emotions), we received an average score of 16.49 with

the norm (17–21), which is slightly below the norm.

Having analyzed this indicator in groups, we found

out that in the 11th grade it is low. On the scale of

IntraU (management of your own emotions), the av-

erage score on the sample is 12.59, which is also be-

low the norm (from 13 to 15), this ﬁgure is low in

all groups. It can be explained by the fact that high

school students do not have the skills to control their

emotions because of developmental stage correspond-

ing to their age. According to the IntraE scale (con-

trol over expression), we obtained an average score of

10.34, which is within the norm (from 10 to 12), but

in the 11th grade it is on the border between low and

medium level (low level – 7–9, medium level – 10-

12). The obtained data tell us about the low level of

control over expression, which may be due to the age

range of the respondents.

On the scale of InerEI (interpersonal EI), we ob-

tained an average score on the sample of 43.60, which

is a medium level (40–46), this indicator remains

medium for all groups participating in the study. Ac-

cording to the scale of IntraEI (intrapersonal EI), we

received an average score of 39.82 with a norm (39–

47). In the 11th grade, this ﬁgure is 36.05, which is

AET 2020 - Symposium on Advances in Educational Technology

Figure 1: A comprehensive model of high school students’ emotional intelligence development at the stage of their profes-

sional self-identiﬁcation.

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional Self-determination

Table 2: Quantitative indicators according to the “EMIN” technique by D. V. Lusin.

Names of the scales General 10th grade 11th grade

InterU (understanding of other people’s emotions) 24.12 25.19 23.47

InterM (management of other people’s emotions) 19.65 20.47 18.79

IntraU (understanding of your own emotions) 16.49 16.31 14.68

IntraM (management of your own emotions) 12.59 12.72 11.21

IntraE (control over expression) 10.34 10.72 9.11

IntraEI (interpersonal emotional intelligence) 43.60 45.50 41.68

IntraEI (interpersonal emotional intelligence) 39.82 40.38 36.05

UE (understanding of emotions) 40.33 41.31 37.63

ME (management of emotions) 43.11 44.56 40.63

General score 83.81 86.38 78.26

also below normal rate. According to the UE scale

(understanding of emotions), the average score on the

sample was 40.33, which is the medium result with

the norm (40–47), in the 11th grade this ﬁgure is

37.63. On the scale of ME (management of emo-

tions), the average result is 43.11, which is within the

normal rate (40–47). The total general scale is 83.81,

which is also within the normal rate (79–92). For a

more detailed study of the levels of high school stu-

dents’ emotional intelligence, we used N. Hall’s tech-

nique of emotional intelligence (table 3).

On the scale of managing your own emotions, the

average ﬁgure is 0.44. It is low for the entire sam-

ple. It can be explained by the age characteristics of

high school students. The self-motivation scale is also

quite low. The general ﬁgure is medium – 6.3 (7 and

below is considered to be a low level), it is slightly

below the norm for each of the studied groups. On

the scale of empathy, the average score is 7.59. It is

on the border between medium and low levels. Hav-

ing analyzed this indicator in detail, we see that in the

10th grade the score on the empathy scale is 9.84 and

it is the normal rate. In the 11th grade, the score on

the empathy scale is 7.68 and it is on the border be-

tween medium and low levels. The average score on

the scale of recognition of other people’s emotions is

also on the border between medium and low levels, it

is 7.09 points. In the 11th grade this indicator is low

(6.63), but in the 10th – it is medium (8.59).

To prove the hypothesis that the participants with

a high level of emotional intelligence will have a

more detailed professional self-identiﬁcation, which

in most cases will be aimed at the professions of

social type, we used the Pearson correlation coefﬁ-

cient. The calculation was done using the statisti-

cal software package SPSS 16.0. According to the

obtained data, it was identiﬁed that on the scales of

the social type of professional self-identiﬁcation of

recognizing other people’s emotions the connection

was established at the level of 0.01 (0.276). People

with a social type of the profession understand well

the emotional state of others because the fact how

skillful the employee is depends of the understand-

ing of other people’s wishes. For further employ-

ment in the social sphere, you need to have a high

level of ability to recognize the emotions of other

people, and understand when and where they can

be displayed. A slight positive shift of 0.05 (0.228)

has been established between realistic type scales of

professional self-identiﬁcation and self-management.

People of realistic type prefer professions where you

need to be able to control your emotions. People

with a realistic type of professional self-identiﬁcation

are usually emotionally stable, focused on today, rea-

son rationally. As a result, the negative relationship

of 0.01 (-0.278) between the realistic type of pro-

fessional self-identiﬁcation and empathy is expected.

They do not need to understand other people’s emo-

tions. That is, people with a realistic type of profes-

sional self-identiﬁcation rarely have a high level of

empathy. Participants of entrepreneurial type of pro-

fessional self-identiﬁcation have demonstrated a sig-

niﬁcant negative relationship with the scale of self-

management, it is at the level of 0.01 (-0.333). Peo-

ple of this type of professional self-identiﬁcation are

very active. They do not need to clearly control their

emotions. The tendency of people of artistic type

of professional self-identiﬁcation to recognize other

people’s emotions has been conﬁrmed, positive cor-

relation, found at the level of 0.05 (0.259), indicates

that people of artistic type understand the emotions of

others very well. Also the respondents of the artistic

type of professional-identiﬁcation have a well devel-

oped intuition and imagination. Communicating with

others people, they rely on their immediate feelings,

which leads to a correlation of 0.05 (0.260) between

the artistic type of professional self-identiﬁcation and

emotional awareness. Based on their own feelings,

they easily understand the emotions of other people.

They also develop empathy, understanding of other

AET 2020 - Symposium on Advances in Educational Technology

Table 3: Quantitative indicators of the values in the sample according to N. Hall’s technique.

Names of the scales General 10th grade 11th grade

Emotional awareness 7.75 8.34 10

Management of your own emotions 0.44 0.84 -0.31

Self-motivation 6.3 6.78 6.84

Empathy 7.59 9.84 7.68

Recognition of other people’s emotions 7.09 8.59 6.63

people’s emotional states by facial expressions, ges-

tures, posture, and tone of voice. This is conﬁrmed

by statistics, namely a slight correlation of 0.05

(0.273) between the empathy scales and the artistic

type of professional self-identiﬁcation was identiﬁed.

When using Mann-Whitney statistical criterion in two

groups with low and high emotional intelligence, it

was found out that groups with a high level of emo-

tional intelligence have a higher tendency to the intel-

lectual type of professional self-identiﬁcation. People

of this type of profession constantly use their intel-

lectual abilities. But talking about the conventional

type, on the contrary, in the groups with a high emo-

tional intelligence the tendency to choose the profes-

sions of this type is lower than in the groups with a

low level of emotional intelligence. This is due to the

fact that representatives of the conventional type of

professional self-identiﬁcation feel the lack of need

to express emotions. But the entrepreneurial type of

emotional intelligence development is almost not af-

fected. Both groups with low and high levels of emo-

tional intelligence can choose this area of professional

self-identiﬁcation. Participants who choose the artis-

tic type of professional self-identiﬁcation still have a

fairly high level of emotional intelligence.

According to the results of the Mann-Whitney U-

criterion, a statistical discrepancy was found out only

in the social type of professional self-identiﬁcation

(table 4). We also revealed that people with a high

level of emotional intelligence have a clearer focus

on professional self-identiﬁcation, while those with

a low level of emotional intelligence choose several

predominant professions. Accordingly, the dominant

psychodiagnostic study established the dominant role

of emotional intelligence in the process of conscious

choice of future profession.

Based on the established relationships and con-

cept of career guidance in the process of high school

students’ professional self-identiﬁcation, on the basis

of the Laboratory of Health Psychology and with the

support of leading STEAM-laboratory specialists, re-

searchers developed and piloted a comprehensive pro-

gram “Development of high school students’ emo-

tional intelligence”. Virtual and augmented reality

is designed to provide a person’s contact with infor-

mation reality, as close as possible to ordinary reality

(Rashevska and Soloviev, 2018), which contributes to

the simultaneous integration of cognitive processes,

motivational and emotional spheres of the individ-

ual. As a result of the implementation of augmented

and virtual reality technologies, sensory-perceptual,

visual, sensory parameters are preserved and even en-

hanced; the user here deals with superimages: three-

dimensional, extremely distinct, which can be inﬂu-

enced, viewed from different angles. In a virtual sit-

uation, the developer retains and generates in relief

only those properties of objects that are necessary for

the implementation of the goals of the software prod-

uct, in particular, the impact on the emotional compo-

nent of intelligence.

The corresponding process of integration and im-

pact of augmented and virtual reality technologies is

presented in ﬁgure 2.

The 40 hour program is designed for blended

learning. During September 2020, 4 hours of class-

room work and 6 hours of interactive work in the

Google Classroom system per week were carried out.

Based on the model of emotional intelligence de-

velopment (ﬁgure 1), structural psycho-correctional

sessions have been developed, which include tradi-

tional psychological technologies and AR/VR tech-

nologies. Special technical equipment of STEAM-

laboratory was used for realization of virtual and aug-

mented reality constructs. There is a minimum set

of equipment required to implement such an integra-

tive approach: the required number of smart phones

and VR helmets; tablet; mobile devices; computers;

Wi-Fi router, Internet access; remote update system;

instructional videos for interactive lectures and soft-

ware; touch panel. The training program consists of

10 classes of 4 hours each (table 5). The augmented

and virtual reality applications used in the presented

program have both free and paid content. As part of

the formative experiment, based on the implementa-

tion of the research project “Adaptive system for in-

dividualization and personalization of future profes-

sionals’ training in the conditions of blended learn-

ing”, as well as the expanded innovative material and

technical base of the STEAM laboratory, a program

for the development of emotional intelligence of high

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional Self-determination

Table 4: Differences in professional self-identiﬁcation according to Mann-Whitney U-criterion between two groups with high

and low levels of emotional intelligence.

Realistic Intellectual Social Conventional Entrepreneurial Artistic

Mann-Whitney U 394.5 369.5 306 369.5 418 398.5

Asymp. Sig. (2-tailed) 0.426 0.247 0.036* 0.243 0.654 0.462

∗

– connection is signiﬁcant at the level of 0.05 and lower

Figure 2: Scheme of implementation of augmented and virtual reality technologies in the context of the development of

emotional intelligence of the individual.

school students was implemented in conditions of vo-

cational guidance work. Our task was not so much to

trace the complex impact of augmented and virtual re-

ality technologies in conjunction with traditional psy-

chotechnologies on the emotional state of an individ-

ual, but to determine whether they have an impact on

the emotional component of intelligence. The corre-

sponding comprehensive program was implemented

in the experimental group from September to Novem-

ber 2020. 45 high school students took part in the

training sessions.

The main mechanism for the implementation of

augmented and virtual reality technologies in the psy-

chocorrectional professor of the development of emo-

tional intelligence is based on the mechanisms for re-

ducing a certain emotional state situationally tied to

speciﬁc objects and events embedded in individual

applications. This approach is traditional and cor-

responds to European counterparts. This is the use

of methods of cognitive and behavioral (behavioral)

therapy, which among the majority of practicing psy-

chologists are considered the most effective. The im-

pact on the client’s personal experiences was carried

out through repeated repetition of emotionally col-

ored situations with an avatar or object. In essence,

this program implements systematic desensitization –

a phased immersion of the client in a situation that

causes a certain emotional state from the simplest to

the most exciting image. The images were as close to

real ones as possible, the subjects had access to high

interactivity and animation. Virtual and augmented

reality, created by visualizing three-dimensional ob-

AET 2020 - Symposium on Advances in Educational Technology

jects using computer graphics, animation and pro-

gramming methods, is a product of not only infor-

mation, but also psychological technologies. Modern

methods of constructing a time-varying virtual envi-

ronment also make it possible to register the position

of the observer in it, which opens up new research op-

portunities for experimental and applied psychology

and equips it with methods that have a number of ad-

vantages over traditional laboratory instruments. The

ﬁrst of these beneﬁts is environmental validity. With

the help of augmented and virtual reality systems, it

is possible to create not only unreal (”other”) worlds,

but also an environment “similar to the real world”

and at the same time, which is especially important, to

control all parameters of the experimental situation.

The second is ﬂexibility. The environment of aug-

mented and virtual reality is programmable, which al-

lows you to plastically change the parameters of ob-

jects and events occurring with them. It is possible to

present a variety of variable stimuli (both stationary

and moving) and accurately track the movements of

the observer in virtual space. The third is the possibil-

ity of polymodal stimulation. Augmented and virtual

reality systems allow simulating visual, tactile, audi-

tory images at the same time, which is hardly achiev-

able in traditional psychological research. Simulta-

neous inﬂuence on the sensory-perceptual system ac-

tualizes a number of sensations and emotional states.

The fourth advantage is the ability to fully record the

behavioral reactions of the observer.

According to the implemented BYOD concept

(“Bring Your Own Device”) when organizing classes

using mobile learning technology, respondents can

use their own gadgets with the necessary software

installed (Feng et al., 2020; Doargajudhur and Dell,

2020). The introduction of elements of AR/VR tech-

nologies in the training process provides an opportu-

nity to deeply inﬂuence the emotional world of the

individual; it stimulates the ability to visualize and

reproduce certain emotional states with augmented

and virtual reality technologies; provides the possi-

bility of close immersion in students ’own emotional

world, its active knowledge and emotional develop-

ment, self-regulation, stress resistance and the ability

to understand the emotional world of another person

(Vandana et al., 2020). Within the framework of psy-

chological support of professional self-identiﬁcation,

the introduction of augmented and virtual reality tech-

nologies provides an opportunity for “real” immer-

sion in a certain type of professional activity, “trying

on” the profession in relation to students’ own indi-

vidual capabilities and preferences. Increase of the

participants ’motivation and interest in individual and

group work is also an important feature of the process

of implementing AR/VR technologies in the psycho-

correctional process. According to the results of the

implementation of the training program using the ele-

ments of augmented and virtual reality, certain pos-

itive changes in the intrapersonal and interpersonal

components of emotional intelligence of high school

students were revealed. accordingly, positive changes

are reﬂected in the overall index of emotional intelli-

gence (ﬁgure 3 (a, b)).

The reliability of the results obtained on the

change in the general level of emotional intelligence

was tested using the criterion of signs G. Two hy-

potheses were formulated. H

– the shift towards

changes in the level of emotional intelligence after ap-

plying a complex program using augmented and vir-

tual reality technologies is accidental. H

– the shift

towards changes in the level of emotional intelligence

after applying a complex program using augmented

and virtual reality technologies is not accidental.

Typical shift is positive (18), atypical – 4,

emp

= 4, G

crit

= 6 (found using the table of crit-

ical values of the sign criterion), G

emp

< G

crit

, which

means that the alternative hypothesis H

should be ac-

cepted, p < 0.05.

According to the results of the data presented in

ﬁgure 3 shows the positive dynamics of the develop-

ment of components and the overall index of emo-

tional intelligence in high school students.

After the introduction of a comprehensive pro-

gram with elements of augmented and virtual real-

ity, there is a signiﬁcant increase in the ability to un-

derstand their own and others’ emotions and manage

them in the respondents of the experimental group.

The ability to understand emotions means that re-

spondents can effectively recognize emotional states,

ie establish the very fact of the presence of emotional

experience in themselves or in another person; can

identify the emotion, or establish what kind of emo-

tion is felt by a high school student or another person,

and ﬁnd a verbal expression for it; understand the rea-

sons that caused this emotion and the consequences to

which she will lead.

The ability to manage emotions means that re-

spondents can control the intensity of emotions, es-

pecially to suppress excessively strong emotions; can

control the external expression of emotions; can, if

necessary, arbitrarily evoke one or another emotion.

Both the ability to understand and the ability to

control emotions can be directed to both one’s own

emotions and the emotions of others.

Thus, we can talk about raising the level and dom-

inance of high and medium level intrapersonal and

interpersonal components of emotional intelligence.

These two options involve the actualization of differ-

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional Self-determination

Figure 3: Dynamics of development of emotional intelligence of high school students of the experimental group (n = 45):

a) the percentage of development of emotional intelligence of high school students to participate in a psycho-correctional

program with elements of augmented and virtual reality; b) the percentage of the development of emotional intelligence of

high school students after the formative inﬂuence.

ent cognitive processes and skills.

There was no signiﬁcant quantitative difference in

the indicators of emotional intelligence in the control

group of respondents.

5 CONCLUSIONS

The use of augmented and virtual reality technolo-

gies provides high school students with new opportu-

nities and prospects aimed at practice-oriented learn-

ing, promotes personal development and improve the

quality of self-education, provides opportunities for

the internalization of personal experience. In the con-

text of professional self-determination provides an

opportunity to bring high school students closer to

real ideas about the future profession, to reduce the

impact of social and psychological labels in the pro-

cess of choosing future professional activities.

The use of reality technologies brings science to

life, reproduces real life situations, helps to create

ﬁctional spaces for unsolved problems. It creates

new opportunities for mastering practical skills, pro-

vides research experience, reveals the inner poten-

AET 2020 - Symposium on Advances in Educational Technology

tial of the individual on the path to self-knowledge

and self-development, makes activities a bright pro-

cess, prevents distractions, increases motivation in

decision-making, affects the emotional and cognitive

sphere of personality, helps more to understand com-

plex concepts, deﬁnitions, properties, which through

emotional coloring are formed into a single plane of

future professional activity.

Modern digital technologies based on VR/AR

form the main criteria for professional selection,

such as focus on the practical component of future

activities, productivity, competitiveness, stress, in-

creased concentration and attention, information re-

trieval, motivation, information competence and com-

prehensive assessment of academic achievement , im-

proving the development of spatial, creative abilities

and memory. The inﬂuence of augmented and virtual

reality technologies on sensory channels promotes the

activation of hemispherical interaction of the brain,

which directly affects the emotional sphere.

Thus, emotional intelligence is a two-component

construct, which consists of intrapersonal (ability

to understand and manage your own emotions)

and interpersonal (ability to understand and man-

age the emotions of other people) components. The

role of emotional intelligence in professional self-

identiﬁcation is viewed as the ability to identify your

own emotions and manage them in order to achieve

the goal. According to the results of an empirical

study of high school students’ emotional intelligence

indicators, it was found out that the majority of high

school students have a low level of emotional intelli-

gence. Analysis of the results of empirical research

has shown that the least pronounced is respondents’

ability to manage both their own emotional states

and the emotions of other people. According to the

results of the study, we found out that the partici-

pants with the social orientation of professional self-

identiﬁcation have a high level of interpersonal emo-

tional intelligence. In particular, high school students

of social type of professional self-identiﬁcation are

prone to recognize the emotions of other people. We

also revealed that participants with a realistic type

of professional self-identiﬁcation have a low empa-

thy level. Respondents with the entrepreneurial type

of professional self-identiﬁcation have low scores on

the scale of managing their emotions. Based on the

results of a diagnostic study, conducted in groups us-

ing the computer complex HC-psychotest, the train-

ing “Development of emotional stability” was devel-

oped and piloted. An innovative trend in the imple-

mentation of training is a comprehensive combination

of traditional psycho-correctional and developmental

technologies and AR/VR technologies.

The use of training and psychocorrectional pro-

grams of programs with components of augmented

and virtual reality, specially aimed on personality

changes, has a signiﬁcant impact on the modiﬁca-

tion of functional personality structures (for example,

emotional intelligence). Such programs can be used

in the course of continuing education for adults. With

their sufﬁcient operationalization, the students them-

selves are able to reduce anxiety, reduce fears and

negative emotions, stimulate positive emotional states

by working individually and including self-regulation

mechanisms. As a result of feedback from respon-

dents, it turned out that the greatest impact on abilities

is exerted, ﬁrst of all, by didactic programs with ele-

ments of augmented and virtual reality, under the in-

ﬂuence of which the formation of intellectual abilities

is stimulated, as well as cognitive style through the

actualization of positive emotional states. The imple-

mentation of traditional psychotechnologies and ele-

ments of virtual and augmented reality increase the

level of reﬂexivity in cognitive activity and informa-

tion processing. Correctional programs with compo-

nents of augmented and virtual reality for the devel-

opment of emotional intelligence in high school stu-

dents contribute to a positive change in the conscious

assessment of judgments about emotionally colored

components of the situation, harmonization of the

structure of the relationship between connotative and

denotative meanings (meanings and meanings) within

individual consciousness. The process of personality

action in these programs also changes unconscious at-

titudes. Prospects for further research are the analy-

sis of the impact of innovative technologies of aug-

mented and virtual reality on the psychological char-

acteristics of man in the educational space.

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AET 2020 - Symposium on Advances in Educational Technology

APPENDIX

Table 5: Training program “Development of emotional intelligence” based on the use of AR/VR technologies.

Topic of the

class

Objectives Psychological techniques and

methods

AR and VR

technologies

1. Emotional

competence as a

vital resource

acquaintance with the training program;

ground rules for group interaction; identi-

ﬁcation of participants’ expectations; self-

diagnosis of emotional intelligence; inform-

ing about the emotional sphere of a person;

modeling the image of emotionally compe-

tent individual

brainstorming, art therapy, clus-

tering, moderation, facilitation,

role play, feedback

Grafﬁti Paint

VR. Art Ther-

apy. Neu-

roNation Ease:

Mindfulness &

Meditation

2. The world

of feelings and

emotions

“acquaintance” with the world of feelings

and emotions; development of emotional

self-awareness and competencies: observa-

tion of the ﬂow of emotions, bodily sensa-

tions, thoughts; identiﬁcation (recognition,

naming), analysis of your own emotions,

feelings; understanding of the reasons for

their occurrence

brainstorming, art therapy, gestalt

therapy, interactive mini-lecture,

identiﬁcation technique, case-

study, technique of inﬂuencing

the emotional state through

changing body positions - “psy-

chological sculpture”, meditative

exercises, self-training, technique

of emotional introspection, music

therapy.

VR Maze.

VR Mission

Leviathan.

Moodpath -

Depression &

Anxiety Test.

Wild Symphony.

Coastiality

3. What can

we do with

emotions?

Emotional

self-regulation

responsibility for your own emotional re-

actions, self-controlled behavior and will-

ingness to manage your own emotions in

the steady and emotionally tense life sit-

uations; development of emotional self-

regulation competencies: adjustment of in-

tensity and evocation of desired emotions,

restoration of emotional balance, resistance

to immediate desires and emotions; verbal-

ization of emotions and feelings; perception

and understanding of nonverbal body lan-

guage and movements; choice of authentic

and adequate to the situation ways of emo-

tional self-expression.

psychogymnastics, art therapy,

emotional recharging tech-

nique, moderation, technique

of metaphorical expression of

feelings, technique of “Me-

expression”, technique of verbal-

ization of partner’s feelings, role

play, “aquarium”, technique of

restoring emotional balance with

the help of images, technique

of separating “Me” from emo-

tions, technique of working with

emotions “7-P”

VR Thrills:

Roller Coaster

360. VR

Heights Phobia

VR - Spider

Phobia Horror.

VR Relax Travel

4. Psychophys-

iological self-

regulation of

emotions

techniques and methods of psychophysiolog-

ical self-regulation, release of muscle ten-

sion (breathing, muscle relaxation, medita-

tion, etc.)

interactive mini-lecture, self-

training, relaxation and visual-

ization techniques, psychogym-

nastics, meditative breathing,

physical exercises, technique

of freeing unwanted emotions,

self-suggestion techniques

Thisissand - Art,

Creativity & Re-

laxation. Relax

River VR.

5. Life po-

sition. World-

view and self-

regulation

awareness of life values, beliefs about your-

self and others; inﬂuence of life position on

destiny; uniqueness of each person’s picture

of the world; development of tolerant attitude

towards others

interactive mini-lecture, art

therapy, facilitation, brainstorm-

ing, transformation game using

metaphorical maps

NeuroNation

– activities for

brain, DEVAR –

4D augmented

reality

Continued on next page

Features of Implementation of Augmented and Virtual Reality Technologies in the Psycho-correctional Process of Development of

Emotional Intelligence of High School Students in Terms of Professional Self-determination

Table 5 – continued from previous page

Topic of the

class

Objectives Psychological techniques and

methods

AR and VR

technologies

6. Positive

thinking.

Intellectual

self-regulation

awareness of the relationship between emo-

tional competence, positive thinking and self-

efﬁcacy; formation of motivation for achieve-

ment; development of positive thinking com-

petence

art therapy, gestalt therapy, psy-

chodrama, role play, cards with

afﬁrmations, technique of positive

processing of an unpleasant situ-

ation “Magic questions”, interac-

tive exercises, technique “Positive

language”, case-study.

CBT Compan-

ion: (Cognitive

Behavioral

Therapy app).

ACT iCoach:

Acceptance

Commitment

Therapy App.

3DBear – Vi-

sualize your

creative think-

ing.

7. Resources of

the past, present,

and future. Time

management

formation of time management competence;

awareness of the importance of a constructive

attitude to the past, present, future in order to

improve the emotional competence; compe-

tence development: being present “here and

now”, feeling and objectively perceiving re-

ality, other people; tolerance to failures and

uncertainty, ability for reasonable risk

case-study, gestalt therapy, role

play, “aquarium”, art therapy, re-

laxation techniques, “Box of Joy”

technique, art therapy.

Diarize. Paint

Draw AR

Vaytricks.

CubeAR: maze

3D & AR. VR

Player Best

video VR 360

video.

8. Social

sensitivity.

Non-verbal

communication

awareness of emotional processes during in-

terpersonal interaction; mastering skills of

social sensitivity; expanding the range of

emotions; competence development: identi-

ﬁcation, analysis, verbalization of the emo-

tions and feelings of the interlocutor, un-

derstanding the reasons for their occurrence;

emotional support; development of skills of

attentive listening

art therapy, role play, brainstorm-

ing, transformation game, aquar-

ium, interactive lecture, psy-

chogymnastics, reﬂection tech-

nique, moderation, community

emphasis technique, techniques

of verbalization of your own and

partner’s feelings

eQuoo: Emo-

tional Fitness

Game. Raku-

gakiAR.

9. The golden

mean in com-

munication.

Assertiveness of

behavior.

development of assertive behavior, adequacy

of self-esteem, expanding the range of emo-

tional response; development of competen-

cies: selection of an emotional reaction ade-

quate to the situation; constructive resolution

of the emotionally tense situations, protec-

tion of your own psychological boundaries,

your point of view; resistance towards ma-

nipulations; ability to refuse without offend-

ing another person

art therapy, role play, case study,

interactive mini-lecture, facilita-

tion, assertive refusal techniques,

sharing

CBT Thought

Diary - Mood

Tracker. Timia.

Ylands.

10. Career guid-

ance game “Tree

of professions”

activation of psychological readiness for pro-

fessional self-identiﬁcation; actualization of

internal human resources for successful pro-

fessional self-realization; formation of the

ability to make a decision on choosing and

obtaining a profession; systematization of

ideas about the world of professions, devel-

opment of skills of search and analysis of in-

formation, group work

art therapy, role play, case study,

collage technique, transformation

game, brainstorming, sharing

Expeditions AR.

AR Sandbox.

Arcraft - AR No

Size Limit. VR

- Virtual Work

Simulator

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