Virtual Technologies in the Educational Space: Pros and Cons

S. M. Kurbatova

1,2 a

, L. Yu. Aisner

and S. D. Krasnousov

krasnoyarsk State Agrarian University, Krasnoyarsk, Russia

Siberian Federal University, Krasnoyarsk, Russia

Keywords: Virtual Reality, Education System, Learning Technologies, VR / AR Technologies, VR Training, VR Formats.

Abstract: The global nature of the digitalization process, which is actively spreading across the planet, erases spatial

boundaries and pushes the time frame, allowing its participants to "reach" the necessary information. And an

increasing variety of technologies used in this process allows reaching great heights. Thus, the development

of VR / AR technologies allows creating virtual reality, providing the full effect of immersion in it for

maximum familiarization with the information field. Such opportunities, adjusted to specific mechanisms,

have received a number of directions for their further development: scientific, applied, etc. One of these areas

was the use of VR / AR technologies in the learning process in general, and in the educational system in

particular.

1 INTRODUCTION

The evolution of society and the state determines the

development of their individual industries and

institutions. And, on the contrary, developing specific

spheres of life affect the development of society and

the state as a whole. The process of digitalization,

which is happening everywhere at the present time,

on the one hand, introduces humanity to it, and on the

other - affects humanity itself, setting it a vector of

development (Sosnilo and Ustyuzhanina, 2019). And

this is nothing more than the essence of the learning

process, since all these processes are associated with

the acquisition of new knowledge and skills for their

application. Nevertheless, the constant immersion of

people in the world of gadgets prevents their

involvement in activities that lead to the formation of

personality (Koreneva., Lutoshkina, Maksimov,

Yatsenko and Rakhinsky, 2020). Moreover, the

training can be very diverse (Kurbatova and

Naumkina, 2019):

 self-learning (Ivanko and Romanchuk E, 2019)

(and primarily through applications-from

simple and interactive forms (Sagimbayeva,

Moldakhmetova, Kurmanayeva, Tazhitova,

Kassymbekova, Smagulova, Tusselbayeva,

https://orcid.org/0000-0001-8518-9233

https://orcid.org/0000-0002-7093-4162

https://orcid.org/0000-0003-0583-1770

Tussupova and Ustelimova, 2018), for

example, applications for learning foreign

languages LinuaLeo, Memrise, etc.

 training at the level of specific companies. For

example, KFC created a 25-minute VR game,

the purpose of which was to train employees in

the process of cooking chicken according to

special rules (KFC's New Virtual Reality

Training Video), the example of which was

followed by UPS, Farmers Insurance, and

others;

 training in sectors. For example, the digital

transformation of the banking sector, where

today mobile and online banking are perceived

by bank customers no longer as an additional

service, but as an element of the usual activities

of credit institutions.

 in the spheres. In particular, in the sphere of

education (Kašparova, 2014), software

developments are already used, which are

based on virtual reality tools

(device+software).

Modern education is a purposeful, orderly

activity, primarily for the transfer of knowledge to

students and the formation of their skills for their use

and application (Kudashov, Chernykh, Yatsenko,

536

Kurbatova, S., Aisner, L. and Krasnousov, S.

Virtual Technologies in the Educational Space: Pros and Cons.

DOI: 10.5220/0010671500003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 536-542

ISBN: 978-989-758-597-5

Grigoreva, Pfanenshtil and Rakhinsky, 2017). The

process of digitalization of education and the

development of VR / AR technologies is of particular

interest from the point of view of its immersion in

virtual worlds, which can be observed already at the

present time.

2 MATERIALS AND METHODS

The purpose of the study is to consider the specifics

of virtual reality forms through the prism of the

education system, where VR technologies are used as

educational technologies.

The objectives of the study are to study this issue

from two opposite points of view: pros and cons,

since the process of introducing elements of virtual

reality into the educational space has both positive

and negative sides. Accordingly, their

implementation in the educational process is

impossible without studying all possible

consequences (both positive and negative) on the

physical and mental health of students, on the

effectiveness of educational programs using VR

technologies.

The purpose and objectives determined the

research methodology. Taking into account the

innovative nature of virtual technologies and their

prevalence in different spheres of society

(Zuckerberg, 2017; Trachuk, Linder, 2017), as well

as their importance in the educational sphere for the

formation of personality (Aisner

and Trashkova,

2017), it is necessary to pay special attention to their

application.

Accordingly, it is necessary to use an objective

approach to the study of this issue. Within the

framework of this work, based on the set goals and

objectives, general scientific methods of cognition

were used – the study of information sources,

questioning, observation, logical analysis of the

received information, deduction, induction,

abstraction.

Issues related to various innovative and

information-technological aspects of the education

process have repeatedly become the subject of study

and research (Ageenko and Dorofeeva, 2017).

However, due to the fact that virtual reality is a young

direction in the field of scientific and technical

technologies (Chalmers, Howard and Moir, 2009;

Lanier, 2007; Song, Borton, Park, Patterson, Bull,

Laiwalla, Mislow, Simeral, Donoghue and

Nurmikko, 2009; Robles-De-La-Torre G, 2006), and

in the educational sphere its implementation is still at

the stage of formation, this topic is only beginning to

become the subject of relevant scientific research

(Monaha, 2006; Thakral, Manhas and Kumar, 2010;

Selivanov and Selivanova, 2014; Erokhin, 2015;

Uvarov, 2018; Golokhvast, Dokuchaev, Sergievich,

Smirnov, Tumyalis and Good, 2019).

3 RESULTS

Virtual reality (VR) is a well – defined, albeit

artificial world created by specialists using technical

means, information technology and computing

power, in which, in 3d mode, from the first person,

you can both observe what is happening around you,

and take a direct virtual part in it, interacting with the

results of your activities. This world allows you to

create a variety of situations, phenomena and places;

it can simulate any process and immerse any person

in it. This requires appropriate technical equipment –

systems of image, sound, simulation of tactile

sensations, control, direct connection to the nervous

system, but at least virtual reality glasses (or helmet)

and controllers (Sdelnikova, Shkiranda and Bagaeva,

2015).

At the same time, we can talk about different

formats of VR education (Postoyev, 2020):

Table 1: Formats of VR education.

VR education format VR education

Technolo

ies

full-time education, when VR

technologies are added to the

traditional forms of the

educational process,

immersing students for 5-7-10

... minutes in the virtual s

ace

virtual reality

(VR), based on the

technology of full

immersion in a

three-dimensional

virtual space

distance education, which is

most open to the wide use of

VR technologies, given the

fact that it is already initially

based on the remote mode of

interaction through various

information technolo

ies

augmented reality

(AR), which adds

virtual objects to

reality

self-education mixed reality(

MR), when the

learning process is

based on the use of

VR and AR

technolo

ies

Of course, an important preparatory stage for the

introduction of VR technologies into the educational

process was the transition of educational institutions

to the technologies of the electronic educational

environment (although 10 years ago many of them

Virtual Technologies in the Educational Space: Pros and Cons

537

were little used, or even completely inaccessible),

solving the issues of the information component of

the problem of personality formation (Trashkova,

2018, Zinina, Dalisova and Olentsova, 2020,

Sultanova and Nigmatova, 2020).

The authors of the study conducted a survey

among 50 teachers of humanities working in

universities in Siberia, Khakassia and the Far East and

concluded that the currently widely used technologies

of the electronic educational environment included:

electronic and interactive whiteboards; multimedia

classrooms / computer classes; distance learning

technologies; the information system of the university

and the electronic information security of specific

disciplines; an electronic journal; information and

technological means of collaboration (e-mail,

personal accounts on the university portal, mobile

phones, messengers, programs for remote

communication-Skype, Zoom, etc.); cloud services;

web conferences, etc. With interest and willingness to

use VR technologies in teaching their disciplines,

28% of respondents are ready (despite the fact that

most of them belonged to the age group under 35

years); 46 % - generally positive, but subject to a

number of conditions (that there will be appropriate

methodological support, the safety of these

technologies will be guaranteed, etc.); 12 % - against

(mainly due to the risk of impact on the psyche and

health in general); 14 % found it difficult to answer

(do not see such technical possibilities at the moment

and in the near future; they have a poor understanding

of the essence of virtual reality in general and how it

could be used in teaching their particular disciplines).

The presence of doubts when using VR

technologies in the educational process indicates the

lack of information support for this issue and sets the

task of conducting appropriate research in this

direction. As for the general analysis of the factors

influencing the possibility of using VR technologies

as educational technologies, they can be grouped into

two components: "pros" and "cons".

4 DISCUSSION

4.1 Virtual Reality in Education:

PROS

The positive aspects of the widespread introduction

of VR technologies in the educational process include

the following:

 Inclusiveness. A distinctive feature of virtual

reality is that it can affect all five human senses,

reacting to their actions and movements. Thus,

a three-dimensional image is recreated by the

operation of a special helmet that reacts to the

movements of the user's head. Special displays

and virtual reality rooms activate stereoscopic

vision, immersing the participant in the process

inside a three-dimensional object, which also

changes depending on the position of the body

and the movement of the user's eyes. All this

leads to the fact that all types of memory begin

to work, and, as a result, to the best

memorization of perceived information, which

is also facilitated by the emotions received from

all this, which the person experiences

(Nadyseva, 2019). At the same time, it should

be recognized that in our time of high

technology, the use of such outdated "teaching

methods as information stands, slates and

interactive whiteboards, layouts, signs, etc., in

our modern world are boring, uninteresting and

beloved manuals" (Smirnova,1998).

 Visual quality. Virtual reality allows you to

visually perceive what a limited amount of

descriptive texts in textbooks and book

illustrations can provide. While through VR

immersion, students can travel to the past, go to

the Moon or Mars, find themselves in the

middle of a desert or on top of a mountain,

including in places that did not exist and do not

exist at all.

 Interactivity. VR-space allows not only to

observe actions, but also to take a direct part in

them, from the first person in 3D mode, which

also contributes to the memorization of

information and determines the specifics of

perception by students (Nurtdinova, Gureev and

Krutskaya, 2018).

 Cost-effectiveness. Virtual reality allows saving

time and money for the implementation of

certain virtual projects in reality, despite the fact

that once created an interactive model of virtual

reality can be used many times in the future.

 Safety. Virtual reality is irreplaceable from the

point of view of physical safety and labor

protection requirements of its participants.

Flights, dives, battles and other simulation

situations do not pose a threat of harm to the life

and health of students (at least in the present and

foreseeable future: it is possible that in the

future virtual technologies will reach a level

where the harm caused in virtual space will be

projected on the body of a person immersed in

it in real reality) (Fedorova, 2018).

Thus, the use of virtual reality as educational

technologies allows us to bring the educational

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

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process to a new, higher-quality level (Mamedova,

2016), activating the cognitive activity of students,

increasing its stimulating component (Surmenko,

2003).

4.2 Virtual Reality in Education:

CONS

The unreality of virtual reality. Virtual reality, no

matter how real it may be, is still an illusion. The

illusory nature of what is happening can introduce

disorientation into the spatial and temporal–

orientation characteristics of the student, which in the

future may make it difficult to return to reality, to

become an "ordinary" person again in an ordinary

society (Aisner and Naumov, 2020).

There is concern about the possible risks to the

psyche of the participant of VR technologies.

Due to the lack of knowledge about the experience

and consequences of immersion in VR worlds, there

is not enough information about the possible effects

on the physical and physiological processes and the

state of the body of the participants. So, there are

complaints of users of VR technologies about

malaise, nausea and headache after a certain time

spent in virtual reality, the reason for which is usually

the difference in image quality and in time between

turning the head and displaying a new picture of

virtual reality. To eliminate this problem, it is

important to use high-quality technical means (Elesin

and Feshchenko, 2016).

Relationship with the real world. First, the

materials of the virtual world that are used in the

educational process, this is the essence of the

perception of models of the real world. Accordingly,

before diving into VR, students must gain a certain

level of knowledge within the real educational

process. Secondly, it is necessary to understand that

the use of VR technologies in the study of disciplines

should be balanced and reasonable, for example, it is

one thing to use them in the study of such sciences as

geography, biology, chemistry, history, medicine,

physics, but another thing is mathematics and law.

Any model, even if it is a virtual reality model, has

its own limitations and assumptions. And these

technologies will not be able to replace real practice.

They only help to prepare for it as much as possible.

Creating VR models is a complex technological

and financially costly process. Specialists in the field

of creating virtual reality projects are very much in

demand in the labor market. Modern education is

trying to meet the needs of the market: there are new

specialties in universities; various training courses are

being developed that allow mastering the relevant

competencies.

New educational programs of a comprehensive

nature are also being formed, which should promote

the introduction of digitalization processes in

different professions. For example, since 2019, the

National Research University "Moscow Institute of

Electronic Technology" has started recruiting for the

specialty "Legal Support of National Security", which

is focused on training specialists in the field of

jurisprudence focused on combating cybercrime in

various spheres and forms of its manifestation

(Bertovsky, 2020).

The high cost of the product for many potential

buyers. In the complete set of a modern complex for

the use of VR technologies, at least the following are

required:: Software with a virtual workspace, a

powerful system unit, an LCD monitor, a keyboard, a

mouse manipulator, a virtual reality helmet (for

example, Oculus Rift CV1), controllers that

determine the position and actions of hands (for

example, Oculus Touch) (Petkova and Ehrsson,

2009). And although there are budget options (for

example, virtual reality glasses (Shevchenko and

Kochkin, 2018), their use will significantly reduce the

opportunities that give value to VR technologies

(Suvorov, 2013).

The unwillingness of educational institutions

(potential clients) to use the new opportunities

provided by VR technologies (Ivanova, 2018) in the

educational process: conservative views and

unwillingness / unwillingness to change; lack of

understanding of how and where these technologies

could be used; resistance of the teaching staff, who

may have to retrain, undergo various types of

advanced training, etc. training, and other reasons.

Legal problems: issues of the use of intellectual

property and its protection (Shtyrov and Bertovsky,

2007), ensuring information security (Bertovsky and

Sembekova, 2019), introduction of information

technologies in the education system (Trashkova and

Aisner, 2017), etc.

Currently, against the background of modern

global changes, the need for its own development

path is recognized, which fully reflects the national

model of modernization of education, taking into

account local socio-cultural traditions (Pfanenshtil,

Yatsenko, Kudashov, Mongush and Rakhinsky,

2019).

4.3 Survey Results

The authors of this article, having many years of

experience in the education system, actively

Virtual Technologies in the Educational Space: Pros and Cons

539

participating in scientific and educational activities,

regularly exchange experience among themselves

and with their colleagues. Being open to innovative

processes, including understanding the possibilities

of virtual technologies, the authors are supporters of

the use of scientific achievements that increase the

effectiveness of educational activities, in this case –

virtual technologies. Having interest in the opinion of

colleagues on this issue, the authors conducted a

survey among the representatives of the teaching staff

of their universities regarding the readiness and

openness of their teachers to use virtual technologies

in educational activities.. The following results were

obtained.

The analysis of the received answers allowed us

to identify the following 4 groups of teaching staff

regarding the introduction of virtual technologies in

the process of teaching disciplines:

 open and ready for innovative processes for the

use of virtual technologies;

 ready for innovative processes on the use of

virtual technologies;

 allowing innovative processes for the use of

virtual technologies;

 wary of innovative processes for the use of

virtual technologies.

At the same time, the relationship between the

belonging of a person of a certain age group to the

corresponding category is obvious.

5 CONCLUSION

Despite the fact that there are more factors in the

"cons" group, this does not mean that the answer to

the question: "Virtual technologies in education: pros

or cons" will be negative. It is necessary to proceed

from reality, and it is such that the process of

introducing VR technologies into the educational

process has begun (Zadoya, 2007).

At the present time, when the requirements for the

quality of graduate training are constantly increasing,

due to the increasing requirements for employees in

the labor market (Agapova, Aisner and Naumov,

2019) there is a further development of the process of

global informatization and the development of

information technologies, which include VR

technologies. The different formats of their

application in education, as well as the fact that the

use of virtual reality allows you to use in educational

activities such opportunities that in reality would be

either unrealizable or very expensive in various

indicators, makes their use more and more promising.

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