Extended reality technologies in higher education
https://doi.org/10.26467/2079-0619-2025-28-3-25-35
Abstract
In the last few years, the topic of extended (i.e. virtual or augmented) reality in education has become so popular among researchers that it creates problems when preparing reviews of papers on the topic: a search of Scopus and Web of Science databases alone yields to several thousand results, which obviously indicates the relevance and very high demand for this tool. However, the majority of publications are dedicated to pilot studies exploring the integration of extended reality technologies in educational settings. They either do not address or only peripherally touch upon conventional educational practices, with the exception of IT-related courses. Additionally, there is a dearth of studies utilizing established methodologies for the quantitative evaluation of research outcomes. This paper aims to fill these gaps. It describes the use of a specially developed augmented reality application in practical classes for four years (2021–2024) in the training of aviation university students majoring in air traffic control. The NASA-TLX test, which has become the de facto aerospace industry standard for evaluating the usage of new technologies and is widely adopted in other industries, was employed to objectively quantify this work. The long-term application and the validated assessment tool suggest that the findings and recommendations based on them can serve as a sound basis for planning further research and practical implementation of these technologies in higher education.
About the Author
A. L. Gorbunov
Moscow State Technical University of Civil Aviation
Russian Federation
Russian Federation
Andrey L. Gorbunov, Candidate of Technical Sciences, Associate Professor of the Air Traffic Management Chair,
Moscow.
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For citations:
Gorbunov A.L. Extended reality technologies in higher education. Civil Aviation High Technologies. 2025;28(3):25-35. https://doi.org/10.26467/2079-0619-2025-28-3-25-35
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