The use of augmented reality technology in primary education

O.V Sagan,O.M Liba,O.V Kazannikova,V.S Blakh,O.N Los

doi:10.34069/ai/2022.49.01.3

Abstract

In the article it had been analyzed a supplemented reality as a technology of the digital didactics, isolated the applications AR of the educated orientation, which can be useful in primary school. With an aim of checking the positive impact of the applications of a supplemented reality of the educated orientation on the development of the cognitive activity and the improvement of studying results of pupils it had been organized the pedagogical experiment. Diagnostics was used on the different levels of the forming the educated and cognitive interest, the cognitive activity, the educated motivation and success. The received results supported the hypothesis of the investigation, and its summing up let us make the conclusions about that the immersive technologies in the educated process which have become the didactic means, which need the active application.

Highlights

The fluent digitalization of all aspects of human being, including the education, helps to the process of a modernization of its components and the methodical systems
In the educated process the usage of the technologies in the process of technologies of the supplemented reality influences the intensification of the cognitive activity, studying motivation and success of primary school pupils on the level of statistically important differences
For the comparison of the results of control investigation was done the frequency analysis of empiric data by all the indexes

Summary

Introduction

The fluent digitalization of all aspects of human being, including the education, helps to the process of a modernization of its components and the methodical systems. In par-ticular the virtual (VR) and supplemented (AR) reality, open perfectly the new possibilities for the recognition the new things, and so attract attention of the specialists, working in the education field In many investigations it has been substantiated an expediency of the introduction of the defined appli-cations as means of the visualization of the studying material, in particular, in the textbooks and manuals (Cieutatet al., 2012; Rizov and Rizova, 2015; Sagan and Lazaruk, 2020; Tran, Nguyen, Do & Nguyen, 2020; Putra et al, 2021). Im-proving AR and VR through a variety of technological advances allows for a new type of learning that better meets the needs of the 21st century student who wants entertainment, interactivity, participation, and object manipulation This has been the subject of many studies (Bacca et al, 2014; Hruntova et al, 2018; Ivanov, et al, 2018; Arici et al, 2019; Bondarenko et al, 2020). Their research proves that augmented reality technol-ogy allows for the direct creation of student learning experiences

Materials and Methods

Design of investigations

Results and Discussion

Bibliographic References