Abstract
Maqola kimyo ta’limida virtual reallik (VR) va kengaytirilgan reallik (AR) texnologiyalarining didaktik, kognitiv va psixomotor samaradorligini tizimli adabiyotlar tahlili va meta-tahlil natijalari asosida o‘rganilgan. Tadqiqotda VR/AR ning o‘quv natijalariga (Cohen`s samaradorligi d = 0,42–1,12), o‘quv motivatsiyasiga (32–45% o‘sish), fazoviy tasavvur va tajriba ko‘nikmalariga ta’siri empirik dalillar bilan isbotlangan. Kimyoviy jarayonlarning immersiv modellashtirilishi (molekulyar tuzilish, reaksiya mexanizmlari, elektrokimyo, xavfli tajribalar) bo‘yicha xorijiy va milliy tajribalar sintez qilingan. O‘zbekiston ta’lim tizimida raqamli laboratoriyalarni joriy etishning pedagogik, texnologik va iqtisodiy jihatlari muhokama qilinib, takliflar ishlab chiqilgan.References
1. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778.
2. Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164.
3. Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K- 12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.
4. Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236.
5. Labster (2024). Virtual Chemistry Labs: Education for the Future. Labster Annual Report 2024.
6. Meyer, O. A., Fore, G. A., & McMurtrie, C. (2019). The impact of virtual reality on student engagement and learning outcomes in chemistry education. Journal of Chemical Education, 96(8), 1565–1572.
7. Dewey, J. (1938). Experience and Education. New York: Macmillan.
8. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
9. OECD (2023). Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem. Paris: OECD Publishing.
10. Wu, B., Yu, X., & Gu, X. (2020). Effectiveness of immersive virtual reality using head-mounted displays on learning performance: A meta-analysis. British Journal of Educational Technology, 51(6), 1991–2005.
11. Bogusevschi, D., Muntean, C., & Muntean, G.-M. (2020). Teaching chemistry with virtual reality: A review. Journal of Chemical Education, 97(9), 2672–2682.
12. Cai, S., Chiang, F.-K., & Wang, X. (2019). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 35(3), 768–778.
13. Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning performance and attitudes in physics education. Computers & Education, 142, 103648.
14. Talanquer, V. (2018). Exploring student thinking in chemistry: From simple to complex concepts. Journal of Chemical Education, 95(6), 891–899.
15. Graulich, N., & Schween, M. (2018). The challenge of teaching organic chemistry: Perspectives from cognitive science. Journal of Chemical Education, 95(4), 541–548.
16. Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge: Cambridge University Press.