METHODOLOGICAL MECHANISMS FOR DEVELOPING LEARNERS' LOGICAL THINKING IN AUGMENTED AND VIRTUAL REALITY ENVIRONMENTS
DOI:
https://doi.org/10.47390/ydif-y2026v2i17/n20Keywords:
augmented reality, virtual reality, logical thinking, immersive learning, problem-based learning, virtual experience, cause-and-effect relationship, cognitive load, reflection, feedback.Abstract
This paper analyzes the methodological mechanisms that facilitate the development of learners' logical thinking within augmented reality (AR) and virtual reality (VR) environments. The educational potential of immersive technologies is examined in the context of modeling problem situations, visualizing cause-and-effect relationships between objects, practically testing hypotheses, analyzing spatial relationships, and directly observing the outcomes of decisions made. The study establishes that a virtual environment does not automatically foster logical thinking; rather, effectiveness depends on the integration of the educational task structure, cognitive load management, step-by-step methodological support, feedback, and reflective analysis. Consequently, an educational process based on the logical sequence of "observation – problem identification – hypothesis generation – virtual experimentation – evidence comparison – conclusion – reflection" is characterized as an effective methodological approach for utilizing AR and VR tools.
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