Defense of the dissertation of Omirzakova Aisara for the degree of Doctor of Philosophy (PhD) in the educational program «8D01511 - Computer Science»
Defense of the dissertation of Omirzakova Aisara for the degree of Doctor of Philosophy (PhD) in the specialty «8D01511 - ComputerScience»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Omirzakova Aisara on the topic Research of problems of safety of using immersive learning technologies at school to the educational program «8D01511 – ComputerScience».
The dissertation was carried out at the «Computer Science» of L.N. Gumilyov Eurasian National University.
The language of defense is kazakh
Official reviewers:
Ибашова Альмира Байдабековна - Candidate of Science, Assistant Professor, docent
Куанбаева Баян Улжагалиевна - Candidate of Science, Assistant Professor, docent
Temporary members of the Dissertation Committee:
Шадиев Рустам - Doctor of Philosophy (PhD), Professor, professor
Токжигитова Нургуль Каирбаевна - Doctor of Philosophy (PhD), Associate Professor
Шилибекова Айдана Сенбековна - Candidate of Science, Head of department
Scientific advisors:
Davletova Ainash – Candidate of Pedagogical Sciences, Associate Professor of the Department of «Computer Science» of the L.N. Gumilyov Eurasian National University, (Astana, Republic of Kazakhstan); Mukasheva Manargul – Candidate of Pedagogical Sciences, Professor, Leading Researcher at the Center for the Development of Digitalization of Education of the I. Altynsarin National Academy of Education (Astana, Republic of Kazakhstan);
Grigoriev Sergey – Doctor of Technical Sciences, Professor, Corresponding Member of the Russian Academy of Education, Moscow City University, Professor of the Department of Informatics, Management and Technology (Moscow, Russian Federation).
The defense will take place on January 10, 2025, at 02:00 PM in the Dissertation Council for the training direction «8D015 – Teacher training in natural science subjects» in the specialty «8D01511 – ComputerScience» of L.N. Gumilyov Eurasian National University. The defense meeting is planned to be held online.
Link: http://surl.li/snariz
Address: Астана қ., Қ. Сәтбаев көшесі, 2, № 302 ауд.
Abstract (English):Relevance of the study. One of the modern innovative trends is the application of virtual and augmented realities in education, which are popular and accessible types of immersive technologies. In general, the concept of "immersive technologies", depending on the English word "immersive", means technologies that create "the effect of presence" or "the effect of penetration into the environment". From the technological point of view, immersive technologies are a set of software and hardware tools that allow the user to immerse in an artificially created digital virtual environment and interact with it as in a real environment. The role of immersive technologies in the process of knowledge assimilation through deep immersion in a virtual environment is very important, they are mainly used to create a comprehensive sensory-cognitive experience necessary for the comprehensive assimilation of abstract concepts by learners. The use of virtual reality in education, which is currently categorized as an immersive technology, is inextricably linked to the massive global market penetration of modern VR (Virtual reality) headsets such as HTC Vive Pro, ClassVR, Meta Quest (formerly called Oculus Quest) and many others. Nevertheless, in terms of one of the main principles of didactics - the principle of visibility and a constructive stance based on experiential learning, the fact that virtual reality has great potential in education has attracted the attention of scientists from the very beginning. The first research in this area began at Stanford University in the 50s and 60s of the last century and now the Virtual Human Interaction Laboratory (VHIL) of this university has become a major center for studying the possibilities of virtual reality in learning. In 2016, researchers at the lab experimented with VR content that simulated the acidification of the ocean floor due to air pollution (CO2) and the destruction of life there. The trainees were able to go down to the bottom of the ocean, observe the process of acidification and its impact on life, with their presence, see with their own hands the clams, algae that were darkened and punctured due to acidification. Practice has confirmed the increase of interest and motivation of students to the content of education up to 75-80 percent, which also attracted the attention of university teachers. In general education schools, immersive learning technologies can be applied in two ways. First, augmented or virtual reality technologies are used as a learning tool. In this case, immersive technologies are used as an additional tool for learning a discipline, such as textbooks, interactive whiteboards, mobile applications, etc. digital resources. Equipping preschool, secondary and special education organizations of Kazakhstan with virtual reality glasses and relevant augmented and virtual content of the Minister of Education and Science of the Republic of Kazakhstan from January 22, 2016 №70 "On approval of norms of equipment and furniture of preschool, secondary education, as well as special education organizations" is carried out in accordance with the order. In the second case, immersive technologies are considered as a content component of the school subject of informatics or special elective courses. In accordance with the order of the Minister of Education and Science of the Republic of Kazakhstan from April 3, 2013 № 115 "On approval of model curricula of general education disciplines, electives and elective courses for general education organizations" of the model curriculum "3D modeling" in the subject "Informatics" for 10-11 grades of secondary general education in section " 11.2.4.1-Explanation of the purpose of virtual and augmented reality; 11.2.4.2-Impact of virtual and augmented reality on human mental and physical health; 11.2.4.3-Creating a 3D panorama (virtual journey) with a first-person view". The aim is for learners to have knowledge about augmented and virtual reality, which are considered new advances in digital technology, and the skills to use them. Currently, the number of studies related to the use of immersive technologies in education is growing rapidly. It has been established that in the process of learning in the virtual reality environment there are many factors that favorably influence the learners' knowledge assimilation. Such factors include interest in the content of knowledge, increased motivation to learn new knowledge, the emotional impact of a new technological approach, the ability of the learning process to give freedom to the learner, and others. In addition, it has been confirmed that there are a number of risks in learning in this virtual reality environment, which are still not fully understood. There are also suggestions that the conditioned sense and perception of reality inherent in immersive environments (perceptual realism), as well as excessive emotional perception, may give learners additional cognitive or psychological weight. One recent study in this area reviewed more than 380 studies on the observation of discomfort when entering virtual reality, specifically symptoms such as cyberbullying, visual fatigue, muscle fatigue, severe self-distraction, and weight loss on mental performance. This includes dizziness, blurred vision, body imbalance, rapid heartbeat, nausea, sweating, and increased body temperature as the main symptoms of cyberbullying when immersed in virtual reality in an extensive large study. Researchers also note that today, studying the ergonomics of virtual reality use, despite some improvement in the quality of VR headsets and VR content, is an important and challenging world-class task. For school-age children, there is still insufficient research on issues related to health and safety, psychoemotional and social well-being of students when using virtual immersive technologies, in particular virtual reality. Scientists often emphasize the need for a comprehensive study of the problems of the impact of virtual reality on the health of school-age children. Surveys concerning the use of virtual reality by school-age children showed that their parents had a number of questions: "how does virtual reality differ from other media?", "what impact does virtual reality have on children's development?", "are there cognitive consequences of prolonged use of virtual reality?", "what characteristics of the content presented in virtual reality change children's attitudes and behavior?". Of equal concern to educators and psychologists, social work professionals and the health care community is that these questions are particularly important not only for children and adolescents, but also for adults. The results of these studies, i.e., a comprehensive study of the above risks and non-assignment of safety conditions with regard to their prevention, reveal the presence of problems leading to contradictions in the mass application of immersive technologies in the educational process at school. Therefore, in order to comprehensively study this problem, the topic of the dissertation work was named" the study of safety problems of the application of immersive learning technologies in school". The object of the study is the educational process in a comprehensive school. Subject of the study - risks and safety conditions when using immersive technologies in the educational process in a comprehensive school Purpose of the study: to propose conditions of safety of immersive technologies application in the process of teaching in general education school with methodological and empirical substantiation of approaches and principles of safe use of immersive technologies. Scientific forecast of the study: if the presence of risks that can affect the formation of students as healthy, personal qualities when using immersive technologies, will be confirmed by a comprehensive theoretical and empirical study, it will be possible to determine the conditions of safe use of these technologies in the educational process in general education school, because the prevention and safety of risks when using digital technologies in education compliance with the conditions is very important not only for the student or the school, but also for society Objectives of the study: 1. Analyze scientific and scientific-methodological research, international and domestic experience in the application of immersive technologies in the learning process and methodologically justify the presence of risks that require compliance with safety measures in their application. 2. Develop a contextual classification of risks that may arise when using immersive technologies in the learning process and characterize them. 3. Building a theoretical model of safe application of immersive technologies in the learning process. 4. To propose safety conditions for the use of immersive technologies in the process of teaching in a comprehensive school based on the theoretical and empirical results of the study. 5. Conducting experimental work to identify the risks of using virtual reality in the process of teaching in a comprehensive school. The leading idea of the study: to prove the existence of risks in the use of immersive technologies in school education and to develop safety conditions necessary to prevent them. Methodological and theoretical foundations of the research work: scientific and pedagogical theories, methodological principles and scientific research based on the study: identification of risks in the application of information technology, improved method of simulation digital morbidity assessment (Souchet A.D., Lourdeaux D., Pagani Kennedy R.S, Lane N.E., Berbaum K.S., Lilienthal M.G.), The possibilities of AR and VR technologies in education are discussed in the works of Grigoriev S.G., Rodionov M.A., Kochetkova O.A. and others. The following normative-legal documents in the field of education were used in the study: the Law of the Republic of Kazakhstan "On Education"; the order of the Minister of Education and Science of the Republic of Kazakhstan from January 22, 2016 № 70 "On approval of the norms of equipment and furniture of preschool, secondary education, as well as special education organizations"; sanitary rules "Sanitary - epidemiological requirements for educational facilities" approved by the order of the Minister of Health of the Republic of Kazakhstan from August 5, 2021 № KR DSM-76 sanitary rules "Sanitary - epidemiological requirements for educational facilities Research Methods: – Method of analysis in the systematization of scientific and technical, scientific and methodological literature and publications on the topic of research. – Methods of monitoring and evaluation in determining the opportunities and risks of immersive technologies in school learning. – Kennedy R. empirically determines the impact of immersive learning technologies.S. and examination methods. – A clustering method in systematizing the impact of immersive learning technologies on education. – Modeling method in determining the relationship between the risks of using immersive technologies in school education and the conditions of their prevention (safety). – An experiment and statistical methods for processing the results of the experiment were conducted to observe the effects of virtual reality penetration. The main stages of the study: At the first stage (September 2020 - January 2021) - the scientific apparatus of the research work was justified, the relevance, purpose and objectives, subject, form, novelty, theoretical and practical significance of the topic were determined. In accordance with the objectives of the research work plan was drawn up, the stages of implementation were determined. At the second stage (February 2021 - January 2022) - realization of the formation stage on the research topic. The research methodology including approaches and principles of safe application of immersive learning technologies in schools was substantiated. The impact of immersive learning technologies on education was classified and a theoretical model of the relationship between the risks of using immersive technologies in the process of school education and the conditions of their prevention (safety) was prepared. At this stage, the first deterministic experiments were conducted as part of the grant research project "methodological, psychological, pedagogical and technological aspects of the application of virtual and augmented reality in the educational process of secondary schools AP08856402", funded by the Grant Committee of Science of the Ministry of Science and Higher Education of the Republic of Kazakhstan. At the third stage (February 2022 - June 2022) - the final experimental work in the school on the topic of scientific research was conducted and the data were summarized. In order to improve the results of the research, a scientific internship in online format was held at the Moscow City Pedagogical University. At the fourth stage (September 2022 - December 2023) - scientific internship in Moscow City Pedagogical University continued in offline format. The results of the experimental study were analyzed and processed, the obtained results were compared and generalized conclusions and recommendations were made, the results of the thesis research were formalized. Research base: L.N. Gumilev Eurasian National University. L. N. Gumilev Eurasian National University, Moscow City Pedagogical University, National Academy of Education named after I. Altynsarin, school-gymnasium No. 55 in Aktobe. I. Altynsarin, school-gymnasium № 55 in Aktobe. Scientific novelty and theoretical essence of the study: – The analysis of scientific and scientific-methodological research, international and domestic experience in the application of immersive technologies in the learning process was carried out and the presence of risks requiring compliance with safety measures in their application was methodologically substantiated. – A contextual classification of risks encountered in the application of immersive technologies in the learning process is proposed and their characterization is developed. – A theoretical model of safe application of immersive technologies in the learning process has been developed. – The conditions of safety of immersive technologies application in the process of teaching in a general education school have been developed. – Experimental work was carried out to identify the risks of using virtual reality in the process of teaching in a comprehensive school and analyzed the results obtained. Practical value of the study: – It is methodologically substantiated that there are risks that require compliance with safety measures when using immersive learning technologies, i.e. this methodology contributes to the prescription of measures of safe application of virtual and augmented reality technologies in the process of school education. – The contextual categorization of risks encountered when using immersive technologies in learning and their descriptions draw researchers' attention to the presence of technological, social, and pedagogical risks in addition to well-being risks that require risk-taking measures, and may guide new research in the future. – Based on the theoretical model of safe application of immersive technologies in the learning process and the results obtained in the experiment, the proposed conditions of safety in the application of immersive technologies in the process of school education, a methodological manual on the topic "Application of immersive learning technologies in education: virtual and augmented reality" can be used by school teachers in their practice. The results of this research, i.e. the results officially published in scientific and scientific-methodological publications, can be used by governmental organizations conducting expertise of virtual and augmented reality content for schools or establishing sanitary requirements, when preparing special standards or other documents. Reliability and validity of the research results are provided by sources including international and domestic scientific studies and experiments used during the research, research methods applied appropriately to achieve each result, quantitative results of experimental work, openly published scientific and scientific - methodological works on the study. Recommended Rules for Defense: 1) Methodological evidence of risks requiring safety precautions in the application of digital immersive learning technologies. 2) Contextual classification of risks encountered in the application of immersive technologies in the learning process and their characterization. 3) Theoretical model of safe application of immersive technologies in the learning process. 4) Safety conditions in the application of immersive technologies in the process of teaching in a general education school. 5) Risks and statistics revealed by the results of the experiment in the application of virtual reality in the process of school education. Approbation and inclusion of the research results in the educational process at school, implementation in the practice of state official organizations and scientific research: The results of the study have been approved in general education schools and implemented in the practice of research institutes, state scientific-expert organizations in the field of education: – On the topic of scientific research in secondary school-gymnasium №55 of Aktobe, the final experimental work was carried out and the data were generalized. The students of the school-gymnasium under the guidance of a doctoral student are trained at the international level in the direction of virtual reality; – They took part in the contest of school students' projects "INFORMATRIX-2021, 2022" and won I, III prizes (Annex B); – Recommendations related to the observance of safety conditions in the application of immersive technologies in the process of education in general education schools and a methodological manual on the topic "Immersive learning technologies: virtual and augmented reality" were applied in the Republican Scientific and Practical Center for Expertise of Educational Content in the development of expertise of VR/AR content for general education schools (Annex B). – As part of the grant research project "methodological, psychological, pedagogical and technological aspects of the application of virtual and augmented reality in the educational process of secondary school AP08856402", funded by the grant Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan, conducted comprehensive research on the topic of the thesis, published articles, references to articles. Final and intermediate results of the research are presented in reports on the topics" Research on the health problems of school students in virtual reality "(Chengdu, 2024)," Health-saving aspects of learning in the educational environment of virtual reality "(Minsk, 2022)," Cyberculture of school as a safe use of digital technologies "(Yakutsk, 2021) with the participation of foreign experts discussed (Appendix B). Discussion and realization of the results of the study: The main principles of the research have been published in international journals, covered in scientific seminars and international conferences. Published 2 articles in international scientific journals included in the Scopus and Web of Science databases with non-zero impact factor: Contextual structure as an approach to the study of virtual reality learning environment // Cogent Education. - 2023. - Vol. 10, Issue 1. - Р. 2165788. Computational thinking assessment at primary school in the context of learning programming // Cogent Education №10. Article 2165788 - 2023 - p. 1-22 One article was published at the International Scientific Conference included in Scopus and Web of Science database: Research on the health problems of school students in virtual reality // 2024 13th International Conference on Educational and Information Technology (ICEIT), (Chengdu, 2024. - P. 15-18). Published 5 articles in scientific journals recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan: Safety conditions for the use of immersive technologies in schools: a pilot study// ROO "National Academy of Sciences of the Republic of Kazakhstan" scientific journal – No. 409 (3) – 2024 – P. 176-190. Possible problems in the use of virtual reality in training / / Bulletin of Abai KazNPU, series of physical and mathematical sciences. - 2023. - №4(84). - С. 165-175. On the introduction of virtual and augmented reality technologies in school // Bulletin of Abai KazNPU, series of physical and mathematical sciences. - 2021. - №1(73). - С. 182-188. Development of calculative thinking of students in the process of learning programming / / Bulletin of L. N. Gumilev Eurasian National University, Pedagogy. Psychology. Sociology Series. - 2019 - №4(129).- С. 55-64. A Psychological Research of Students' Academic Motivation in Collaborative Learning in Virtual Reality / / Bulletin of Abay KazNPU, Series "Psychology". - 2024. - №1(74). - С. 113-119. Published 6 articles in peer-reviewed scientific journals and international conferences: Psychological and pedagogical aspects of using immersive technologies in education / / Bulletin of Moscow State Pedagogical University. Series "Informatics and informatization of education". - 2023. - №1(63). - С. 99-111. Collaborative learning in a virtual reality environment // Collection of materials of the II Scientific and Practical conference with international participation (Kyiv, 2023. - P. 38-50). Health-saving aspects of learning in the educational environment of virtual reality / / material of the international scientific-practical conference "Physics and mathematics education: goal, achievement and prospects" (Minsk. - 2022. - P. 379-383). Cyberculture school as a basis for safe use of digital technologies / / Modern school as a result of the development of pedagogical system in the conditions of realization of FSES: material of scientific - practical conference (Yakutsk, 2021. - P. 119-123). Application of immersive technologies in education // Collection of reports of the XVI International Scientific Conference of students and young scientists "Ǵylym jáne bilim - 2021" (Nur-Sultan, 2021. - P. 659-663). Impact of immersive technologies in education // "Models and methods to improve the effectiveness of innovative research" collection of materials of the international scientific conference (Karaganda, 2020. - P. 32-38). A training manual has been prepared: Application of immersive learning technologies in education: virtual and augmented reality: methodological manual. -Nur-Sultan, 2022. - 112 С. The study produced virtual reality content that can be used in high school English courses or elective courses related to ecology: "Digital Literacy Grade 3. Part II-Creating a Game"" (Copyright Certificate, (Annex A) A virtual reality application that provides information about the Aral Sea in three languages on the topic "Aral Sea". (Annex A) Structure of the thesis: consists of an introduction, part 3, conclusion, list of references used and appendices.
Conclusion of the Research Ethics Committee
Defense of the dissertation: https://youtu.be/Mq-9X9BEiaw
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