DIDACTIC POTENTIAL OF VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES IN DEVELOPING PRACTICAL PROFESSIONAL SKILLS OF FUTURE TOURISM SPECIALISTS
DOI:
https://doi.org/10.5281/zenodo.22687335Keywords:
virtual reality, augmented reality, gamification, tourism education, practical professional skills, immersive technologies, future specialist, vocational educationAbstract
This article examines the didactic potential of virtual reality (VR), augmented reality (AR), and gamification technologies in developing the practical professional skills of future tourism specialists. A distinctive feature of the tourism profession is that success largely depends on direct customer interaction, rapid situational decision-making, and the ability to deliver a live presentation about an object — skills that are difficult to develop on real sites due to financial, organizational, and safety constraints. Based on an analysis of international scientific sources, a four-stage didactic model grounded in virtual and augmented reality technologies is proposed, comprising orientation, observation-analysis, simulated practice, and transfer-assessment stages. The article also provides a comparative analysis of the specific didactic advantages and limitations of VR, AR, and gamification technologies. The findings are presented as practical recommendations for designing a digital-immersive learning environment in vocational education institutions.
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