In modern scientifi c Russian discourse, there are two approaches to the study of virtual reality and the terms associated with its technologies: philosophical and cybernetic. The problems arising for researchers of virtual reality in the context of the educational process are often due to the inability to identify which of the provisions is based on a particular approach, which leads to diffi culties in solving the tasks. Philosophical conclusions about the nature of reality will be less suitable for solving applied problems in the fi eld of information technology, and vice versa, technical and quantitative measurements of the cybernetic approach will less likely answer ethical questions on the use of virtual reality. Based on the analysis of the above approaches and the identifi cation of their diff erences, a conclusion is drawn on the need for a cybernetic approach in organizing virtual reality software and hardware systems for the educational process.
virtual reality, philosophy, cybernetics, education, innovative technologies, pedagogy
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