INNOVATSION TA'LIM TEXNOLOGIYALARIDA VIRTUAL REALLIK (VR) VA KENGAYTIRILGAN REALLIK (AR) USULLARI

B. E.Boymurodov; I. SH.Nabiyev; S. N.Ibodullaev; Y. S.Sodiqjonov

Авторы

B. E.Boymurodov katta o‘qituvchi, Muhammad Al-Xorazmiy nomidagi Toshkent axborot texnologiyalari universiteti
I. SH.Nabiyev katta o‘qituvchi, Muhammad Al-Xorazmiy nomidagi Toshkent axborot texnologiyalari universiteti
S. N.Ibodullaev assistant, Muhammad Al-Xorazmiy nomidagi Toshkent axborot texnologiyalari universiteti
Y. S.Sodiqjonov talaba, Muhammad Al-Xorazmiy nomidagi Toshkent axborot texnologiyalari universiteti

Ключевые слова:

virtual reallik (VR), kengaytirilgan reallik (AR), innovatsion ta’lim, ta’lim jarayonlari, interaktiv simulyatsiyalar, kontseptsiyalarni vizualizatsiya qilish, mavhum g‘oyalar, mahorat mashqlari, san’at va AR, virtual galereyalar, interaktiv darslar, jamoaviy ish, aloqa, hamkorlik ko‘nikmalari, muammolarni hal qilish, apparat cheklovlari, dasturiy ta’minot.

Аннотация

Virtual reallik (VR) va kengaytirilgan reallik (AR) innovatsion texnologiyalar bo‘lib, ta’lim jarayonlarida tobora ko‘proq foydalanilmoqda. Ushbu maqolada VR va AR-dan innovatsion ta’limda foydalanish va ularning ta’lim dasturlari samaradorligini oshirishga ta’siri ko‘rsatilgan. VR foydalanuvchilarga real vaziyatlarni yoki mavhum o‘rganish ssenariylarini simulyatsiya qilish uchun yaratilishi mumkin bo‘lgan to‘liq virtual muhitga sho‘ng‘ish imkoniyatini beradi. Boshqa tomondan, AR virtual ob’ektlar va ma’lumotlarni haqiqiy dunyoga joylashtirishga imkon beradi va shu bilan gibrid muhitni yaratadi. Innovatsion ta’limda VR va AR dan foydalanish talabalar va o‘qituvchilar uchun noyob imkoniyatlarni taqdim etadi. Ushbu texnologiyalar yordamida talabalarga murakkab tushunchalarni tasavvur qilish va mavhum g‘oyalarni tushunishga yordam beradigan interaktiv simulyatsiyalar yaratilishi mumkin. Masalan, tibbiyot talabalari VR-dan jarrohlik ko‘nikmalarini mashq qilish yoki inson tanasining anatomiyasini o‘rganish uchun foydalanishlari mumkin.

Библиографические ссылки

Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, 77(12), 1321-1329.

Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69.

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC/CoSN Horizon Report: 2015 K-12 Edition. The New Media Consortium.

Lee, K. M. (2004). Presence, explicated. Communication Theory, 14(1), 27-50.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.

Huang, T. Y., Chen, W. F., Wang, Y. F., & Chen, C. S. (2019). A systematic review of augmented reality in education: From technology to educational outcomes. Journal of Educational Technology & Society, 22(2), 222-238.

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.

Klopfer, E., & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.

Hsiao, H. S., Chen, N. S., & Huang, S. Y. (2019). A review of augmented reality applications in education: Insights from the technological acceptance model. Educational Technology & Society, 22(2), 222-236.