ISSN 2078-9823 (Print), ISSN 2587-7879 (Online)

DOI: 10.15507/2078-9823.066.024.202402.178-191

УДК 330.8

Dmitriy K. Stozhko1, Konstantin P. Stozhko2

1 Ural State University of Economics (Ekaterinburg, Russia),

e-mail: d.k.stozhko@mail.ru

2 Ural State Agrarian University (Ekaterinburg, Russia),

e-mail: kostskp@mail.ru

 

Role-Playing Games and Immersive Learning: Problems of Modern University Education

 

Abstract

Introduction. The purpose of the study is to identify and evaluate key factors that influence the state of immersive education and its inherent format of role-playing games, as well as directions and conditions for improving this model of education.

Materials and Methods. The basis for writing the article was the publications of Russian and foreign authors on the organization of immersive learning, digitalization of education, and the use of artificial intelligence in the educational field. The study used methods of expert-analytical, program-targeted, structural-functional, systemic, comparative, morphological and comparative analysis and assessment of the concepts of “immersive learning”, “role-playing game”, “artificial reality”, “artificial intelligence”. The object of the study is modern immersive learning, the subject of the study is role-playing game and the role of modern branches of science in its organization and development.

Results. The main task of developing the practice of role-playing games and immersive education in general is the need to ensure the coherence of all elements of the educational process in order to achieve the “effect of presence” and ensure the safety of the modern educational process. Against the backdrop of the development of new technologies and the changing role of the technosphere in the educational process, special attention is paid to the poorly researched problem associated with the negative consequences of the use of artificial situations, as well as the practice of “immersion” in such situations (“third party effect”).

Discussion and Conclusion. The exogenous and endogenous factors of such negative consequences are revealed: the lack of priorities and a special approach to planning different formats of immersive learning, the lack of taking into account the psychological health of students, the possibilities of their adaptation at the “entrance” and “exit” of role-playing games, etc. Against the background of a comparison of age differences of education subjects in different models of modern pedagogy (androgogy, heutagogy, hytogogy), it was concluded that it is necessary to use the axiomatics of modern noxology (the science of risks and dangers), phantomology (the science of the influence of the technosphere on humans) and the achievements of asfatronics (the science of global security).

Keywords: androgogy, virtual reality, augmented reality, immersive education, coherence, learning, immersion in a situation, role-playing game, mixed reality, phantopology, eutagogy.

For citation: Stozhko D. K., Stozhko K. P. Role-Playing Games and Immersive Learning: Problems of Modern University Education. Gumanitarian: aktual’nye problemy gumanitarnoi nauki i obrazovaniia =

Russian Journal of the Humanities. 2024; 24(2): 178–191. (In Russ.). DOI: 10.15507/2078-9823.066.024.202402.178-191.

 

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