The use of virtual reality technologies to increase motivation in professional activities

The experience of using VR-technologies in the educational process of branch, and the advantages of an immersive (virtual) approach to teaching are considered.

Theoretical aspects of the use of virtual simulators are given, their effectiveness is shown. The types of simulation simulators used in the branch are presented: “Inspector-repairer of wagons”, “Electrician of signaling devices”, “Model of a traction substation”. These simulators are successfully used in the educational process and in preparation for the WorldSkills championships, professional skill competitions.

The advantages of virtual reality technology in comparison with other educational technologies are the ability to immerse the student in the broadcast material, to perform actions with virtual objects and objects, to perform work safely, to acquire practical skills within the framework of mastering a specialty, which contribute to the formation of general and professional competencies.

As part of the monitoring of the use of virtual reality simulators, there is an increase in the quality of the educational process by 17 %. During the monitoring, students of the branch noted an increased motivation to study professional modules, the possibility of modeling real experience in a safe environment, as well as maximum involvement in the learning process.

The use of VR technologies in the classroom will create an improved modern educational environment and expand student learning opportunities.

1. Ivanko A.F., Ivanko M.A., Burtseva M.B. Augmented and virtual reality in education. Young Scientist. 2018;37(223):11-17. (In Russ.).

2. Selivanov V.V. Psychology of virtual reality: textbook / ed. by V.V. Selivanov. Smolensk, SmolGU Publishing House, 2015;152. (In Russ.).

3. Sobolev V.Yu., Kiseleva O.V. Interactive teaching methods as a basis for the formation of competencies. Higher Education Today. 2014;9:70-74. (In Russ.).

4. Interaction of the subject and virtual reality: mental development and personal determination: monograph / ed. by V.A. Barabanshchikov, V.V. Selivanov. Moscow, Universum, 2019;479. (In Russ.).

5. Khoze E.G. Virtual reality and education. Journal of Modern Foreign Psychology. 2021;10(3):68-78. DOI: 10.17759/jmfp.2021100307 (In Russ.).

6. Rakhmanov F.G. The use of simulation virtual simulators in the process of vocational training. Young Scientist. 2015;9(89):1173-1175. (In Russ.).

7. Kutsenko S.M., Kazakevich E.V., Shablyuk O.P., Korotin V.E. Digitalization of the educational process of the transport university. Transport Technician: Education and Practice. 2022;3(1):57-62. DOI: 10.46684/2687-1033.2022.1.57-62 (In Russ.).

8. Andrushko D.Yu. Application of virtual and augmented reality technology in educational process: issues and perspectives. Scientific Review. Pedagogical Sciences. 2018;6:5-10. (In Russ.).