Authors:
Hanna Varina
1
;
Kateryna Osadcha
1
;
Svetlana Shevchenko
1
and
Olena Glazunova
2
Affiliations:
1
Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine
;
2
National University of Life and Environmental Sciences of Ukraine, Ukraine
Keyword(s):
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 schoo
l 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.
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