infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2020-35-6-4-16infojournal-553Research ArticleИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯINFORMATIZATION OF EDUCATIONТехнологии виртуальной реальности в образовательном процессе: перспективы и опасностиVirtual reality technologies in the educational process: Prospects and dangershttps://orcid.org/0000-0002-4842-5599СмирновА. С.SmirnovA. S.

Смирнов Алексей Сергеевич, гл. специалист Центра НТИ по нейротехнологиям, технологиям виртуальной и дополненной реальности; научный сотрудник лаборатории педагогической психофизиологии, 690990, Россия, Приморский край, г. Владивосток, ул. Суханова, д. 8; 690922, Россия, Приморский край, г. Владивосток, пос. Аякс, д. 10

Alexey S. Smirnov, Leading Specialist of the NTI Center for Neurotechnologies, Virtual and Augmented Reality Technologies; Researcher at the Laboratory of Pedagogical Psychophysiology, 690990, Russia, Primorsky Krai, Vladivostok, ul. Sukhanova, 8; 690922, Russia, Primorsky Krai, Vladivostok, poselok Ajax, 10

smirnov.aserg@dvfu.ruhttps://orcid.org/0000-0003-2480-5527ФадеевК. А.FadeevK. A.

Фадеев Кирилл Александрович, лаборант-исследователь Центра НТИ по нейротехнологиям, технологиям виртуальной и дополненной реальности; научный сотрудник лаборатории педагогической психофизиологии, 690990, Россия, Приморский край, г. Владивосток, ул. Суханова, д. 8; 690922, Россия, Приморский край, г. Владивосток, пос. Аякс, д. 10

Kirill A. Fadeev, Research Lab Technician of the NTI Center for Neurotechnologies, Virtual and Augmented Reality Technologies; Researcher at the Laboratory of Pedagogical Psychophysiology, 690990, Russia, Primorsky Krai, Vladivostok, ul. Sukhanova, 8; 690922, Russia, Primorsky Krai, Vladivostok, poselok Ajax, 10

fadeevk.fefu@gmail.comhttps://orcid.org/0000-0001-6272-2365АликовскаяТ. А.AlikovskaiaT. A.

Аликовская Татьяна Александровна, лаборант-исследователь Центра НТИ по нейротехнологиям, технологиям виртуальной и дополненной реальности; научный сотрудник лаборатории педагогической психофизиологии, 690990, Россия, Приморский край, г. Владивосток, ул. Суханова, д. 8; 690922, Россия, Приморский край, г. Владивосток, пос. Аякс, д. 10

Tatyana A. Alikovskaia, Research Lab Technician of the NTI Center for Neurotechnologies, Virtual and Augmented Reality Technologies; Researcher at the Laboratory of Pedagogical Psychophysiology, 690990, Russia, Primorsky Krai, Vladivostok, ul. Sukhanova, 8; 690922, Russia, Primorsky Krai, Vladivostok, poselok Ajax, 10

alikovskaia.ta@dvfu.ruhttps://orcid.org/0000-0002-8868-6312ТумялисА. В.TumyalisA. V.

Тумялис Алексей Вячеславович, канд. биол. наук, ст. научный сотрудник Центра НТИ по нейротехнологиям, технологиям виртуальной и дополненной реальности; ст. научный сотрудник лаборатории педагогической психофизиологии, 690990, Россия, Приморский край, г. Владивосток, ул. Суханова, д. 8; 690922, Россия, Приморский край, г. Владивосток, пос. Аякс, д. 10

Alexey V. Tumyalis, Candidate of Sciences (Biology), Leading Researcher of the NTI Center for Neurotechnologies, Virtual and Augmented Reality Technologies; Leading Researcher at the Laboratory of Pedagogical Psychophysiology, 690990, Russia, Primorsky Krai, Vladivostok, ul. Sukhanova, 8; 690922, Russia, Primorsky Krai, Vladivostok, poselok Ajax, 10

tumialis.av@dvfu.ruhttps://orcid.org/0000-0002-4873-2281ГолохвастК. С.GolokhvastK. S.

Голохваст Кирилл Сергеевич, член-корреспондент РАО, доктор биол. наук, профессор РАН, профессор кафедры безопасности жизнедеятельности в техносфере, Инженерная школа;зав. лабораторией педагогической психофизиологии, 690990, Россия, Приморский край, г. Владивосток, ул. Суханова, д. 8; 690922, Россия, Приморский край, г. Владивосток, пос. Аякс, д. 10

Kirill S. Golokhvast, Corresponding Member of RAE, Doctor of Sciences (Biology), Professor of RAS, Professor at the Department of Life Safety in Technological Environment, School of Engineering; Head of the Laboratory of Pedagogical Psychophysiology, 690990, Russia, Primorsky Krai, Vladivostok, ul. Sukhanova, 8; 690922, Russia, Primorsky Krai, Vladivostok, poselok Ajax, 10

golokhvast.ks@mail.ruДальневосточный федеральный университет; Дальневосточный региональный научный центр Российской академии образованияРоссияFar Eastern Federal University; Far Eastern Regional Scientific Centre of the Russian Academy of EducationRussian Federation20201210202006416Copyright © Смирнов А.С., Фадеев К.А., Аликовская Т.А., Тумялис А.В., Голохваст К.С., 20202020Смирнов А.С., Фадеев К.А., Аликовская Т.А., Тумялис А.В., Голохваст К.С.Smirnov A.S., Fadeev K.A., Alikovskaia T.A., Tumyalis A.V., Golokhvast K.S.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/553

Развитие и внедрение новых информационных и коммуникационных технологий приводит к появлению новых форм взаимодействия между компьютером и человеком. Одна из таких форм — виртуальная реальность. В данной статье рассматривается иммерсивная виртуальная реальность и приводится анализ 71 российской и зарубежной работы, посвященной новейшим исследованиям в области изучения феномена виртуальной реальности с точки зрения педагогической и психологической наук. Особое внимание в статье уделено влиянию виртуальной реальности на активность мозга, поведение и обучение. Изучение этих вопросов необходимо для анализа возможности использования виртуальной реальности в образовании. Рассматривается ощущение присутствия в виртуальной среде в норме и при патологии, приводится описание характеристик виртуальных сред, используемых в образовании. Показано, что применение виртуальной реальности демонстрирует прекрасные возможности в образовании, но может иметь и некоторые отрицательные психофизиологические эффекты. В обзоре обсуждаются данные отечественных и зарубежных исследователей о возможных психологических рисках длительного погружения детей и подростков в виртуальную реальность и предлагается применение виртуальной реальности лишь на основании предварительного тестирования или анкетирования. Делается заключение, что виртуальная реальность, как и любой другой новый феномен, требует дальнейшего изучения.

The development and implementation of new information and communication technologies provide new forms of interaction between a computer and a person. One of these forms is virtual reality. The article examines immersive virtual reality and provides an analysis of 71 Russian and foreign works devoted to the latest research in the field of studying the phenomenon of virtual reality from the point of view of pedagogical and psychological sciences. Particular attention is paid to the impact of virtual reality on brain activity, behavior and learning. The study of these issues is necessary to analyze the possibility of using virtual reality in education. The sensation of being in a virtual environment in health and disease is considered, a description of the characteristics of virtual environments used in education is given. It is shown that the use of virtual reality demonstrates excellent opportunities in education, but it can also have some negative psychophysiological effects. The review discusses the data obtained by Russian and foreign researchers on the possible psychological risks of prolonged immersion of children and adolescents in virtual reality and suggests the use of virtual reality only on the basis of preliminary testing or questioning. It is concluded that virtual reality, like any other new phenomenon, requires further study.

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The authors declare that there are no conflicts of interest present.