Testing the methodology for preparing for the use of augmented reality in a university: experience and pedagogical effects

the study is devoted to assessing the effectiveness of an experimental methodology for training future computer science teachers to use augmented reality (AR) technology in their professional activities. The experiment was conducted at Luhansk State Pedagogical University within the framework of the discipline "Engineering and Computer Graphics" with first-year students majoring in "Pedagogical Education". The research methodology is based on a systemic, activity-based and competence-based approaches, including a pedagogical experiment with a control (n=32) and experimental (n=34) groups, quantitative and qualitative data analysis, questionnaires and observation. The experiment program involved a phased introduction of AR technologies through the integration of the JuliviAR platform into the educational process. The results demonstrate a statistically significant increase in the level of digital competencies (by 37.2%), spatial thinking (by 42.5%) and motivation to use innovative technologies (by 47.3%) in the experimental group compared to the control group. The developed methodology demonstrated high pedagogical efficiency: 87% of students noted an increase in the availability of educational material, 73% expressed their intention to use AR in future teaching activities. The dispersion analysis confirmed the significance of the methodology's influence on professional training (p<0.01). The study contributes to the development of the methodology of digital transformation of pedagogical education and can serve as a basis for the integration of AR technologies into various areas of professional training.

augmented reality, teacher training, teacher education, engineering and computer graphics, digital competencies, AR technologies, pedagogical effects, experimental methodology