VIRTUAL REALITY TECHNOLOGIES IN TEACHING FROM AN INNOVATIVE PERSPECTIVE

Abstract

The article examines the potential of virtual reality (VR) as an educational technology and analyzes the conditions for its pedagogically meaningful integration. The theoretical framework includes R. Mayer’s cognitive theory of multimedia learning, N. Selvin’s critical view of digital pedagogy, and the TPACK model, which describes the coordination of subject content, pedagogical strategies, and technologies. The empirical part is performed in a mixed design: questionnaires, formative and final testing, observation and analysis of VR application logs. The study included 180 students (17-28 years of age) and 12 teachers, the intervention lasted 16 weeks and was compared with the training according to the traditional scenario. According to the final testing, the average increase in results in VR groups was 23%, 89% of participants noted an increase in learning motivation. In delayed testing, 6 weeks after the end of the course, the VR group students reproduced key concepts 31% better than the control group. The results obtained are consistent with the conclusions of systematic reviews and meta-analyses on the effectiveness of immersive learning while adhering to the principles of cognitive load management and interaction design. The limitations of implementation (cost, teacher training, risks of overload during prolonged immersion) and directions for further research (evaluation in VR, neurocognitive effects, data security and privacy) are discussed.