Abstract:

The relevance of the use of virtual reality is confirmed by absolutely new opportunities which implementation through conventional methods requires a significant amount of material and other inputs. Today the virtual reality and 3D graphics are actively being incorporated into education. At the same time, the scope of their application is rather extensive – from virtual tours on ancient civilizations to the training systems of pilots.
The center of visualization has a number of advantages over the currently existing interactive audiences. The main one is the opportunity to improve the quality of training, to reduce the areas of laboratory facilities in the form of various modeling simulators, to gain economic benefits, as well as the opportunity to save time during data processing and visualization, to work in real time, and to acquire experience directly on early stages of development.
In this regard, the authors through the methods of modeling and experimetal training propose to establish centers of virtual reality with application of 3D graphics in each higher education institution of the Russian Federation to increase an efficiency of the formation of student general and professional competencies. Such centers have two major functions: the first is a tool for research (for bachelors, masters, postgraduates and employees who are engaged in research), the second is an opportunity to clearly demonstrate processes, objects, etc. in the educational process, i.e. demonstrative function.
At the same time, the first function includes visualization of complex and separate data into a single, visual model of the object of research or process, allowing the expert to fully use his insight in research. The second function contributes to the development of students’ intelligence by their immersion in virtual reality using 3D-effects, and in general, both functions increase the efficiency of the formation of professional competencies.
The article describes the structure and approximate list of functions of the visualization center, as well as the experimental training programs designed in the present virtual reality, their influence on thinking and psychological conditions of the student. The interpretation of a virtual reality as method, means and technology of training is proved.
In conclusion, there are further perspectives on how to implement the principle of functional methodology of the visualization center at various stages of the educational process, using the proposed model of effective formation of competencies.

Keywords:

Virtual reality, 3D applications, center of visualization, formation of competences, student general and professional competencies.