The use of augmented reality for the formation of multicultural competence of undergraduates

Abstract

The problem and the aim of the study. The system Higher education of Russian Education adapts to the challenges of globalization and new priorities of society, the values of students from different countries, expands the range of pedagogical technologies and ways to include them in the educational process. For the training of highly qualified specialists, the development of multicultural competence as an integrated personal quality, mixed learning, 3D modeling, augmented and virtual reality are actively used in higher education. The purpose of the article is to investigate the features of the use of augmented reality for the formation of multicultural competence of undergraduates. Research methods. The theoretical analysis and generalization of scientific literature are used to identify the problems of using innovative pedagogical technologies for the development of professional and general cultural competencies of university graduates in the conditions of digitalization of society. The main idea is determined by the principle of multicultural education, which involves obtaining of new knowledge, intercultural interaction, the formation of a worldview, etc. in an environment of augmented reality. The Zome application is used as a software tool. The study of augmented reality and software implemented in the format of a quest. The experiment involved 42 students of the Vyatka State University of the training program 44.04.01 Pedagogical education (level of magistracy). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, undergraduates used the tools of the AR-application to studies of fundamental theory, consolidations of professional skills, intercultural communications and joint activities. The assessment of the levels of digital literacy formation was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (6, 27 > 5,99). In conclusion, the features of the use of augmented reality as a new pedagogical technology for the formation of multicultural competence of undergraduates and improving the quality of education are summarized.

Beyond borders: exploring the impact of augmented reality on intercultural competence and L2 learning motivation in EFL learners

“…Initially, the quantitative findings indicated that the AR-mediated class significantly improved the learners’ intercultural competence and outperformed its non-AR counterpart in that regard. The findings in this regard are in agreement with the findings of Hadjistassou et al (2019) , Matveev et al (2021) , and Sabie et al (2023) who corroborated the positive effects of AR on learners’ intercultural competence. This augmentation in competence can be attributed, at least in part, to the novel nature of the AR environment.…”

“…Gathering the data through video recordings, the findings revealed that the learners were highly engaged in both virtual and physical worlds and could successfully accomplish the required language learning tasks, which subsequently increased the learners’ cultural awareness, communication skills, and language learning. Matveev et al (2021) examined the utilization of AR in forming learners’ multicultural competence. The Zome application was applied to engage the learners in an AR environment in order to enhance their multicultural competence which included the development of intercultural interaction and a new worldview.…”

“…More specifically, previous research has addressed the role of AR in enhancing English language learners’ intercultural competence, their language learning motivation, and their positive perceptions toward AR language learning environments. For instance, Matveev et al (2021) investigating the impact of using AR in developing learners’ intercultural competence, indicated that the AR environment played a crucial role in improving the learners’ intercultural competence. Hadjistassou et al (2021a , b) further found that the AR environment improved the learners’ intercultural competence.…”

“…Although the idea of ubiquitous learning (i.e., learning anywhere and anytime) has recently become widely recognized ( Hwang and Tsai, 2011 ), the use of AR in actual educational settings has been constrained by a dearth of research and development of educational AR environments. The review of the literature revealed that AR played a substantial role in developing English language learners’ language learning ( Yang and Mei, 2018 ; Sydorenko et al, 2019 ; Dalim et al, 2020 ; Li and Wong, 2021 ; Karacan and Polat, 2022 ), language learning engagement and motivation ( Mahadzir and Phung, 2013 ; Richardson, 2016 ; Kamarudin et al, 2021 ; Wen, 2021 ), and intercultural competence ( Liu et al, 2016 ; Hadjistassou et al, 2019 ; Matveev et al, 2021 ; Sabie et al, 2023 ). However, the impact of AR on learners’ learning motivation and intercultural competence needs further investigation, especially in the EFL context.…”

Didactic Possibilities of Mobile Applications to Form Intercultural Competence of Students

“…According to V. V. Matveev et al features of intercultural communication based on digital technologies must be taken into account when designing a system for training a professional of the future at the following levels (Matveev et al, 2021):…”