Cognitive Aspects of Immersive Teaching in Digital Educational Environments

The article offers reflections on immersive teaching in a digital educational environment with the bias on hypothetical thinking, creative thinking tools and analyses of imaginary situations within the areas of professional direction. A cyberspace simulation will be beyond the scope of this study. The main idea infers that one of the basic characteristics of immersive educational setting is “involvement” in the educational process, which can be implemented in the classroom without special equipment. The cognitive aspect of immersive learning, created by the narrative, has not been studied sufficiently today, but the article proves that it has broad encouraging prospects in professional education. The findings of this study indicate that the use of immersive technologies enhanced by a professional context allows students to find creative, non-standard methods for solving problems and this can be realized without the use of IT equipment. The research considers step-by-step immersion in a practice-oriented context while implementing fictional scenarios of modelling economic process. The culture of prediction is the corner stone of a better part of the educational activity under discussion and is realized in a multilingual environment with English as a medium of instruction. Examples of immersion in Digital Mathematics and English classes at the Financial University under the Government of the Russian Federation are considered.