Augmented reality marker technology as a means of geometric literacy development: efficiency and cognitive load

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Introduction. The introduction of augmented reality technology into the educational process as an optimal means for visualizing three-dimensional objects opens up prospects for solving the problem of low geometric literacy, which has been detected over a number of years according to the results of the exam, GIA and PISA. One of the insufficiently studied pedagogical aspects of the use of educational AR tools is the volume of cognitive load on students in the learning process. The purpose of this study is to find out whether the use of three-dimensional AR-visualization can increase the effectiveness of training in solving geometric problems and reduce extraneous cognitive load and increase the relevant. Materials and methods. The study was organized according to the scheme of a training experiment using the control and experimental groups with measurements of the skills of solving geometric problems "before and after". The subjects were 40 first-year students of the Far Eastern Federal University, studying in the program of the pedagogical bachelor's degree in the humanities. For the diagnosis of perceived cognitive load, we used the translated into Russian and modified questionnaire of cognitive load CSL by Lepping et al., which includes three subscales – internal, extraneous and relevant cognitive loads. Primary results were analyzed using the apparatus of descriptive statistics, the Kolmogorov-Smirnov Z-test and T-tests for two independent samples and for paired samples Research results. The results showed that training using a three-dimensional AR-visualization leads to a higher growth in the results of solving geometric problems than training using three-dimensional visualization of the model on the plane (Т = -3,00**,р=0,008). It was also found that AR-mixing positively affects the volume of cognitive load in students, allowing you to reduce the extraneous load (t = - 2,04*, p=0,04) and increase the relevant релевантную (t = 2,75**, p=0,009). Conclusions. The data identified in the study contribute to scientific justifications of the methods of teaching mathematical disciplines, the development of educational AR applications, as well as to deepening the understanding of the cognitive-psychological mechanisms of the learning process