Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-05-109-90
DOI: https://dx.doi.org/10.15863/TAS.2022.05.109.90
Language: English
Citation: Stovpets, O. (2022). Digital diversification and the prospect of use of Immersive technologies in the educational process (to the project of modernization of ONMU criminological & criminalistics laboratory). ISJ Theoretical & Applied Science, 05 (109), 910-915. Soi: http://s-o-i.org/1.1/TAS-05-109-90 Doi: https://dx.doi.org/10.15863/TAS.2022.05.109.90 |
Pages: 910-915
Published: 30.05.2022
Abstract: The article substantiates why digital diversification accompanied with the prospect of use of Immersive technologies will make positive transformational impact on the whole educational process, and its separate areas. To show that, here I intend to highlight the project of modernization of 'ONMU criminological & criminalistics laboratory', within the concept of collaboration between educational and IT sectors. This modernization is possible by implementing technologies of VR, AR, MR, and building appropriate XRL infrastructure. Summarizing this study, I support the opinion that with the development of virtual reality technologies, augmented reality, and especially the wider use of immersive technologies in the equipment of forensic training grounds (or criminalistics polygons, taken as an illustrative sample), we will face their growing digital diversification, and popularity of their virtual analogues, as well as spaces where the AR, XR concepts are widely implemented. To strengthen this statement, I point at the following advantages of using virtual analogues: lower cost of maintaining virtual criminalistics polygons and supporting their functioning; logistics benefits for students and trainers; almost unlimited possibilities for modeling, changing, improving, expanding virtual models of forensic polygons (i.e. diversifying the view of the simulated spaces, changing the conditional scene of the incident, varying circumstances, features, tools and means of committing modeled delinquencies). At this stage, we can talk about the need to determine three levels of implementation of immersive technologies in the educational process: sectoral, technological, infrastructural.
Key words: reality, virtuality, immersive technologies, education, interdisciplinary collaboration, criminalistics polygon, digital environment.
|
