Personalization of learning using adaptive technologies and augmented reality
Personalization of learning using adaptive technologies and augmented reality
复制标题
使用自适应技术和增强现实进行个性化学习
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
M. Shyshkina
中科院分区：
文献类型：
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作者：
M. Marienko;Y. Nosenko;M. Shyshkina
该研究旨在为教育工作者在个性化学习实施中使用自适应技术和增强现实提出建议。考虑了与学习个性化及其内容适应学生和小组工作的个人需求有关的最新教育技术。介绍了国内外的研究现状，确定了今后的发展趋势.由于科学工作的详细分析，自适应，特别是面向云的系统的发展的回顾。分析了它们产生和发展的前提条件，以及促成它们产生和发展的主要科学思想。分析表明，科学家们指出了增强现实和自适应技术的四种可能的语义交互类型。基于云的自适应教育系统设计被认为是一个很有前途的研究趋势。据确定，适应性可以体现在内容、评价和一致性等一个方面或几个方面的结合。云技术作为一个平台，将自适应学习与增强现实相结合，成为个性化学习的有效现代工具。在教师培训的背景下，自适应基于云的系统设计的前景进行了评估。定义了辅助技术在自适应学习系统设计中的本质和地位。这表明增强现实可以成功地应用于全纳教育。结合自适应系统和增强现实工具，以支持教师培训的过程中的方式被认为是。在教师教育中使用自适应基于云的系统的建议。
The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.