VIRTUAL REALITY AND FAKE MULTIMEDIA OF A CHILD

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VIRTUAL REALITY AND FAKE MULTIMEDIA OF A CHILD

Journal Title: Інноватика у вихованні - Year 2019, Vol 0, Issue 9

Abstract

An attempt was made to assess virtual reality (VR) and digital technologies in the aspect of false multimedia consciousness of the child. Virtual reality, like any new technology, deserves the study of its educational and educational opportunities to increase the efficiency of the pedagogical process, but it raises many fears and doubts. Some possibilities are justified, but the negative effects of its use and abuse can be more serious than we expect. Moving to another dimension allows you to achieve a unique experience, but it can also adversely affect the health, especially the baby. Virtual reality is a picture of artificial reality, created using information technology, which is to create a multimedia computer vision of objects, space and events. This image can represent both elements: and the real world, and completely fictitious. Therefore, the education system should prepare children and young people for the design of knowledge, and not only use those acquired during their lifetime. Thus, the huge problem facing today, primarily pre-school and primary education, is the willingness to adequately accept and use the new educational technologies associated with virtual reality, and the task of the teacher-educator - to protect the child from the imaginary values and pretentiousness of the forms, which offers us the culture of new digital technologies. Childhood is a world of childhood experiences and activities, behaviors and relationships with other people (parents, peers, other people) and the effects of these relationships. Childhood is also marked by destructive changes. They concern the spheres of personality and are the result of specific relations that take place between the mass media and the child. These changes create a specific media awareness that evokes cognitive and moral relativism, which in turn leads to passivity and an attitude of blind imitation. We should create conditions for children that allow them to have free, imaginative, well-designed media creativity, expressing important messages for them that will use the resources available to them. We should promote appropriate approaches to the media, literature, art and music among children - simply referred to as “critical recognition”.

Authors and Affiliations

Марія Ставожитьска-Гжондзель

Keywords

EP ID EP671512
DOI 10.35619/iiu.v0i9.149
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