Магистерская диссертация на тему "ТЮМГУ | Восприятие преподавателями использования технологий виртуальной реальности в высшем образовании"

Работа на тему: Восприятие преподавателями использования технологий виртуальной реальности в высшем образовании
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Описание работы

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение высшего образования
«ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
ШКОЛА ПЕРСПЕКТИВНЫХ ИССЛЕДОВАНИЙ (SAS)

РЕКОМЕНДОВАНО К ЗАЩИТЕ В ГЭК

ВЫПУСКНАЯ КВАЛИФИКАЦИОННАЯ РАБОТА
магистерская диссертация
FACULTY'S PERCEPTIONS OF VIRTUAL REALITY TECНNOLOGY USE 1N HIGHER EDUCATION / ВОСПРИЯТИЕ ПРЕПОДАВАТЕЛЯМИ ИСПОЛЬЗОВАНИЯ ТЕХНОЛОГИЙ ВИРТУАЛЬНОЙ РЕАЛЬНОСТИ В ВЫСШЕМ ОБРАЗОВАНИИ

44.04.01 Педагогическое образование:
Магистерская программа «Экспериментальное высшее образование»

Тюмень 2023

TABLE OF CONTENTS
INTRODUCTION 5
CHAPTER 1. LITERATURE REVIEW 8
1.1 VIRTUAL REALITY IN HIGHER EDUCATION IN GLOBAL CONTEXT 8
1.2 VIRTUAL REALITY IN HIGHER EDUCATION IN RUSSIAN CONTEXT 10
1.3 DIFFUSION OF INNOVATION THEORY 12
1.4 CHAPTER SUMMARY 13
CHAPTER 2. DESIGN AND METHODOLOGY 15
2.1 RESEARCH DESIGN 15
2.2 CONTEXT OF THE STUDY 15
2.3 PARTICIPANTS 17
2.4 INSTRUMENTS… 26
2.5 PROCEDURE 29
2.6 CHAPTER SUMMARY 29
CHAPTER 3. RESULTS AND DISCUSSION 30
3.1 RESULTS AND DISCUSSION 30
CONCLUSION 63
LIST OF REFERENCES… 65
LIST OF FIGURES 69
LIST OF TABLES… 70
APPENDIXES… 71
APPENDIX A 71
APPENDIX B… 74

INTRODUCTION
Immersive technologies are no longer something new. Their usage for educational purposes is only growing every year. Various companies offer their own technological products and ready-made simulators, which are aimed at mastering skills or learning new information. Virtual reality is one of immersive technologies. The first who started the integration of the virtual reality were companies and big corporations which are engaged in oil and gas extrusion, maintenance and repair of oil and gas equipment, medicine, pharmacy, electric power industry, metallurgical industry, mineral extraction. Then the implantation of virtual technologies began in schools. Digitalization came to higher education too. At the moment, this technology has already been applied at universities around the world. Considering Russia, the process of virtual reality implantation into higher education was launched in 2017. Institute of Mechanical Engineering, Materials and Transport in Saint Petersburg, Far Eastern Federal University in Vladivostok, Southern Federal University (Rostov-on- Don), Higher School of Economics, Moscow Polytechnic University, The National University of Science and Technology MISIS, ITMO University, The Graduate School of Management of Saint Petersburg University (GSOM SPbU), Tomsk Polytechnic University, Pacific State Medical University (Vladivostok). The number of Russian universities where virtual reality is used is low. The diffusion of innovation in higher education happens slowly.
STATEMENT OF THE PROBLEM
However, without comprehension of technical, methodological, economic, psychological and organizational aspects of virtual reality implantation into higher education, it will be challenging to achieve innovation diffusion. There are no existing guidelines for implementing virtual reality technologies into the educational process. This is a complex task because it includes search of virtual reality simulators,
RATIONAL FOR THE STUDY
Since this problem is complex, there is a need to start by clarifying the attitude towards virtual reality from the faculty side. Since they are the ones the most actively involved in the courses and educational programs compilation, the issue of use and implementation of virtual reality will depend on them, their attitude to these technologies and their understanding of the need and expediency in the educational process. That is why faculty of higher education were chosen as the object of the study. The geography of the study is the Russian Federation.
PURPOSE OF THE STUDY
This study will allow us to find out faculty’s perception of virtual reality use in higher education and in particular: perception of digital competence, assessment of the technical aspects of virtual reality, ease of use, attitude towards adoption, didactic usefulness, educational tasks solvation, advantages, disadvantages and barriers of the use and implementation.
RESEARCH QUESTION
The central question posed for this study was: What are the faculty’s perceptions of virtual reality use in higher education? (in Russian context). Guiding
topics included: (a) Perception of digital competence; (b) Assessment of the technical aspects of virtual reality; (c) Ease of use; (d) Attitude towards adoption; (e) Didactic usefulness of virtual reality; (f) Educational tasks solvation; (g) Advantages and Disadvantages of virtual reality (h) Challenges of using virtual reality (i) Barriers of the implementation.

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