Methodology of course development using interactive mediaand augmented reality

The article presents a systematic methodology for developing an interactive educational course using interactive media and augmented reality (AR) technologies. The stu­dy addresses the challenges of adapting traditional teaching methods to the realities of distance education, especially for disciplines with a strong practical component, such as fine arts. The proposed methodology provides a structured approach to course creation, encompassing audience analysis, content development, course structure design, in­tegration of multimedia elements, and selection of technological platforms for implementation.

One of the key innovations introduced in this research is the use of augmented rea­lity to simulate real-life learning environments. AR technology allows the integration of 3D virtual models as substitutes for physical objects, enabling students to interact with detailed models in a virtual space. For example, the study demonstrates the use of a 3D model of the Urasaki Hakata Japanese doll, obtained from the Sketchfab platform. This model offers high levels of detail, allowing students to analyze proportions, shadows, and structures from multiple angles and under varying lighting conditions. Such an approach bridges the gap between traditional studio-based learning and the flexibility of distance education.

Additionally, the methodology incorporates various interactive media elements, such as video tutorials, multimedia components, comparative images, and 3D models. These tools enhance the learning process by providing dynamic and engaging content that caters to diverse learning styles. Students benefit from improved material retention, increased motivation, and a more immersive educational experience. The incorporation of these interactive elements ensures that students not only receive theoretical knowledge but also develop practical skills in a digital environment.

The study also introduces a technological process for course implementation, which includes identifying key resources, selecting appropriate platforms (LMS, CMS), and involving specialists from various fields, such as instructional designers, AR developers, and educators. The course development process is broken down into clear steps, from the conceptualization phase to testing and deployment. This structured approach ensures the delivery of an effective and scalable educational product that meets the needs of modern learners.

In conclusion, the proposed methodology offers a comprehensive solution for creating interactive courses that integrate AR and interactive media, effectively addressing the limitations of traditional distance learning. The practical implementation of this approach demonstrates its effectiveness in increasing student engagement, flexibility, and skill acquisition. The research highlights the potential for broader application of this methodology across disciplines requiring practical and hands-on training, ensuring accessibility, innovation, and high educational value in the digital learning environment.

Keywords: Interactive media, Augmented reality (AR), Course development, 3D modeling, Distance learning, fine arts, Learning management system (LMS), Digital educational technologies

doi: 10.32403/0554-4866-2024-2-88-105-122