DESIGNING AND ORGANISING THE PEDAGOGICAL PROCESS BY MEANS OF AUGMENTED REALITY TOOLS

The article analyses augmented reality (AR) as a means of designing and organising the pedagogical process in teacher-training institutions and general education schools. The author clarifies the place of AR within the reality–virtuality continuum, describes marker-based and markerless approaches, and considers their didactic functions: visualisation of abstract concepts, enhancement of learning motivation and support for collaborative activity. Drawing on systematic reviews and meta-analytic data, the study shows that AR has a positive effect on learning outcomes provided that cognitive load is carefully managed. As a practical result, a six-step algorithm for creating AR-based learning materials and a set of design principles for AR lessons in pedagogical disciplines are proposed, together with recommendations for preparing future teachers to use the technology.