Speaker
Description
The article presents the results of designing an intelligent educational platform based on the synergy of immersive virtual reality (VR) technologies and large language models (LLMs, particularly GPT-4o). It is substantiated that the use of Unity as a graphical engine, in combination with neural network architectures, enables the creation of highly relevant simulations of pedagogical interaction. The authors have developed a multi-level system architecture that ensures the implementation of the concept of “Emergent Pedagogical Situations,” which involves dynamic modeling of non-linear learning scenarios. The scientific novelty lies in the development of an adaptive feedback algorithm based on intelligent analysis of students’ verbal and nonverbal behavior in real time.
The article is devoted to the development and theoretical substantiation of a modern educational system that integrates virtual reality (VR) and artificial intelligence (AI) technologies. The main problem of contemporary teacher training is the gap between theoretical knowledge and real classroom practice. Traditional teaching methods do not allow students to iteratively practice complex communicative situations, while existing VR simulators are typically limited to predefined (linear) scenarios, which quickly lead to habituation and reduce learning effectiveness.
The purpose of this work is to design an intelligent immersive ecosystem in which the behavior of virtual students is nonlinear and adaptive. To achieve this goal, the graphical engine Unity is used as a visual platform, and the large language model GPT-4o serves as the cognitive core of the system.
The scientific novelty of the study lies in the implementation of the concept of “emergent pedagogical situations.” This means that the lesson scenario is not fixed: each response of a virtual student is generated by artificial intelligence in real time based on both the content and tone of the student’s speech. As a result, a “live classroom” effect is created, where situations evolve unpredictably, requiring future specialists to make prompt pedagogical decisions.
The practical significance of the development lies in the creation of a universal technical framework for next-generation training simulators. The described ecosystem enables students to safely practice skills such as conflict management, explaining complex topics, and conducting dialogue. This model can be adapted for training specialists in any field where interpersonal communication is a key component of professional competence.
Keywords: virtual reality, artificial intelligence, GPT, Unity, teacher training, learning ecosystem.