Abstract:

The challenges facing modern society also affect children and young students. In the last couple of years, information technology has established its importance in the education. In many cases, technology was the only possible educational channel.

The educational system proved to be flexible enough to use established methods and theories and combine them with the most modern and up-to-date information and Internet technologies.

This article discusses the ways virtual and augmented reality can be implemented in primary school projects. It presents the possible positive outcomes and the reasons for the unsuccessful realisation of the teachers in Bulgaria.

Virtual and augmented reality technologies were used mainly for business and entertainment. They are now gradually entering proffesional education when large objects or complex processes need to be shown. Today, there are a number of applications that can be used to create resources for the youngest students. Virtual and augmented reality allows models and objects to come to life in front of young students.

The two technologies have many common characteristics, but they also have significant differences. Glasses are used in virtual reality. Through them, the person experiencing virtual reality is completely separated from the environment. A different new world is being created to replace the existing one.
In augmented reality, a digital image is added to reality. In this way, the digital and real worlds are combined. 3D models, sounds, videos, images, animations can be included. An object can be designed in front of the user to view it from all angles.

Augmented reality can be realized in the following variants:
- Through image (image-based_
- As a hologram (Markerless AR)
- AR by location
- Web AR

In the present study, examples of the second type are presented - a hologram. The EON-XR platform with an educational license is used. 3D objects or virtual 360˚ panoramic walks can be created.

When creating 3D objects, you can use an image from the gallery or add a more suitable one. The images in the gallery are organized into categories so that they can be found easier. 3D images that are composed of different elements are suitable. The program allows an image to be presented by disassembling all its components. Each part or element can be named. Each element can be selected and visualized independently. It can be enlarged, rotated, zoomed in, named.

After the image is selected, a lesson needs to be created. Different activities can be included in the lesson.
The technology is especially suitable for applying a model ‘inverted classroom’. In this case, students are required to create a lesson using a specific object. With this practice, the benefits are much greater. On the one hand, students enrich their knowledge of the chosen object. On the other hand, developing resources to add to the lesson requires certain digital skills. Students learn to record and process sound, compose text files in which to insert images, set a background, frame, use fonts from the WordArt gallery for titles and much more. Working on such a task contributes to increasing the digital literacy of primary school students.

Two projects are presented. An example of with a 3D object is the Human Skeleton lesson. A solar system lesson is offered for a virtual 360 panorama.

Keywords:

Virtual and augmented reality, information technology, project-based learning, primary school.