The Peculiarities of an Interplay Between School Teachers and Students in a Virtual Reality when Studying Mathematics
DOI:
https://doi.org/10.57125/ELIJ.2024.03.25.04Keywords:
communication, mathematics competence, productive interplay, teaching methods, virtual learning environment, virtual reality tools, visualizationAbstract
The aim of the article is to describe an interplay between school teachers and students in virtual reality when studying mathematics and to reveal its peculiarities in order to maximize the virtual learning environment. This study seeks to achieve the following objectives: to explain the models of interplay between school teachers and students; to outline methodical, organizational, technical, and psychological peculiarities affecting the implementation of a productive interplay; to study the teaching methods enhancing the productivity of interplay; and to reveal the requirements to teachers’ training course on the organization of productive interplay in virtual reality. The research was carried out on the basis of observation methodology involving systematical watching, recording, and analyzing the interactions between teachers and students in the learning environment. The research was organized between September and November, 2023, involved the population of 34 school teachers from five secondary schools. The findings showed that an interplay between teachers and students refers to the dynamic exchange of ideas, feedback, and support within the educational process. A productive interplay between school teachers and students is based on positive communication, clear instructions, mutual respect, empathy, flexibility, and use of collaborative and cooperative approaches to teaching. An interplay between school teachers and students in VR when studying mathematics can be implemented through collaborative learning model, interactive model, student-centered model, flipped classroom model, and peer learning model. Besides, an interplay involves methodical, organizational, technical, and psychological peculiarities affecting its productivity. The research outlined the teaching methods oriented towards the maintenance of a productive interplay between school teachers and students in VR when studying mathematics. It was proved that the incorporation of VR tools in the mathematics classroom demands advanced teachers’ training to use this technology effectively. The findings may be used at the institutions of higher education training future mathematics teachers to update their curriculum.
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