USING AUGMENTED REALITY FOR INFORMATION VISUALIZATION IN THE PROCESS OF TRAINING COMPUTER SCIENCE STUDENTS

Abstract

The article explores the potential of augmented reality technologies as an effective means of visualising educational information during the training of computer-related education applicants. The relevance of the problem in the context of the digital transformation of education, which necessitates ensuring the interactivity of the educational process, is substantiated. An analysis of modern scientific approaches to interpreting the concept of augmented reality is presented, clarifying its essence in the context of visualising educational information and proposing the author's definition as an interactive pedagogical technology.
The possibilities of modern augmented reality platforms are considered, and the expediency of using the ARBook environment as an effective tool for creating interactive educational content is substantiated. The proposed methodology for using the ARBook environment involves a phased organisation of educational activities of education seekers – visualisation-orientation, research-experimental and analytical-reflective stages, which ensures the transition from passive perception of information to active research learning. The practical significance of the study was confirmed by the implementation of an educational case study on the study of sound vibrations using AR technologies, which demonstrated an increase in the clarity of educational material and the development of students' spatial thinking and visual-analytical skills. It was established that the use of augmented reality contributes to the activation of cognitive activity, increased motivation for learning and the formation of professional competencies of future computer specialists.
The results obtained give grounds to assert that the purposeful use of augmented reality technologies in the educational process contributes to the transition from reproductive forms of learning to activity-oriented ones, creates conditions for the formation of digital and professional competencies, the development of spatial and visual-analytical thinking, and also significantly improves the quality of perception of complex three-dimensional objects, algorithmic structures and technical systems, which is important for the training of computer specialists. Prospects for further research include experimental verification of the effectiveness of the proposed methodology across a wide sample of education seekers and the development of criteria and indicators for assessing the formation of professional competencies using AR technologies.