Oʻzbekcha
TALABALARDA KOGNITIV KOMPETENSIYALARNI RIVOJLANTIRISHDA GOLOGRAFIK VIZUALIZATSIYA TEXNOLOGIYALARINING PEDAGOGIK IMKONIYATLARI
Journal
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Issue
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Abstract
Golografik vizualizatsiya texnologiyalarining oliy ta’lim talabalarida kognitiv kompetensiyalarni rivojlantirishdagi pedagogik imkoniyatlari tahlil qilingan. Texnologiyalar tipologiyasi, ularning kognitiv jarayonlarga ta’sir mexanizmlari va samarali qo‘llash shartlari asoslangan.
Keywords
aralash reallik
fazoviy tafakkur
golografik vizualizatsiya
kognitiv kompetensiya
kognitiv yuklama
oliy ta’lim.
Русский
В тезисе проанализированы педагогические возможности технологий голографической визуализации в развитии когнитивных компетенций студентов высших учебных заведений. Обоснованы типология технологий, механизмы их влияния на когнитивные процессы и условия эффективного применения.
высшее образование.
голографическая визуализация
когнитивная компетенция
когнитивная нагрузка
пространственное мышление
смешанная реальность
English
The thesis analyzes the pedagogical potential of holographic visualization technologies in developing the cognitive competencies of university students. The typology of these technologies, the mechanisms of their influence on cognitive processes and the conditions for their effective use are substantiated.
cognitive competence
cognitive load
higher education.
holographic visualization
mixed reality
spatial thinking
1. Anderson L.W., Krathwohl D.R. (Eds.). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. – New York: Longman, 2001. – 352 p.
2. Mayer R.E. Multimedia Learning. – 2nd ed. – Cambridge: Cambridge University Press, 2009. – 304 p.
3. Sweller J. Cognitive load during problem solving: Effects on learning // Cognitive Science. – 1988. – Vol. 12, No. 2. – P. 257–285.
4. Radu I. Augmented reality in education: A meta-review and cross-media analysis // Personal and Ubiquitous Computing. – 2014. – Vol. 18, No. 6. – P. 1533–1543.
5. Garzón J., Acevedo J. Meta-analysis of the impact of Augmented Reality on students’ learning gains // Educational Research Review. – 2019. – Vol. 27. – P. 244–260.
6. Makransky G., Terkildsen T.S., Mayer R.E. Adding immersive virtual reality to a science lab simulation causes more presence but less learning // Learning and Instruction. – 2019. – Vol. 60. – P. 225–236.
7. O‘zbekiston Respublikasi Prezidentining 2019-yil 8-oktabrdagi "O‘zbekiston Respublikasi oliy ta’lim tizimini 2030-yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida"gi PF-5847-son Farmoni.
8. Akçayır M., Akçayır G. Advantages and challenges associated with augmented reality for education: A systematic review of the literature // Educational Research Review. – 2017. – Vol. 20. – P. 1–11.
9. Radianti J., Majchrzak T.A., Fromm J., Wohlgenannt I. A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda // Computers & Education. – 2020. – Vol. 147. – Article 103778.
10. Moro C., Phelps C., Redmond P., Stromberga Z. HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial // British Journal of Educational Technology. – 2021. – Vol. 52, No. 2. – P. 680–694.
11. O‘zbekiston Respublikasi Prezidentining 2020-yil 5-oktabrdagi "Raqamli O‘zbekiston – 2030" strategiyasini tasdiqlash va uni samarali amalga oshirish chora-tadbirlari to‘g‘risida"gi PF-6079-son Farmoni.
