Application of virtual reality for developing a new format of student-teacher interaction in the digital era

Abstract

The aim of the study was to identify optimal directions for the application of Virtual Reality platforms in higher education and to determine their potential for supporting learning process organisation and instructional design and shaping innovative learning strategies. The methodology included an analysis of approaches to the use of virtual reality in the learning process: content analysis of international educational strategies, and comparative analysis of three Virtual Reality platforms – ENGAGE VR, Hyperskill, and OpenSim – according to the criteria of interactivity, accessibility, analytical capacity, and level of collaboration. The main findings indicated that the analysed platforms differ in accessibility, interactivity, analytical capacity, and suitability for specific educational scenarios, as well as its context-dependent effectiveness in enhancing student engagement. It was established that Hyperskill provides an integration of automated code evaluation, personalised feedback, and collaborative opportunities, which increase the effectiveness of both individual and group learning in programming and the acquisition of practical information technology cases. OpenSim demonstrated substantial potential for interdisciplinary projects due to its customisable environments and analytics. The practical significance of the study lies in providing recommendations for differentiated implementation of Virtual Reality in higher education: the choice of a specific platform should depend on educational objectives, technical capacities, and students’ accessibility requirements, disciplinary preparation, digital literacy, and preferred modes of interaction