USING AR EFFECTS IN SOCIAL NETWORKS TO ASSESS KNOWLEDGE ON INFORMATION AND COMMUNICATION TECHNOLOGIES

Gulmira Abildinova, Togzhan Mukanova, Кажиакпарова Жадыра Сериковна

2026

Closed access Metadata (CSL-JSON)
DOI 10.32014/2026.2518-1467.1274
Data confidence 70 medium
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Abstract

Augmented reality (AR) is being actively introduced into digital learning environments, but its use in social media as a tool for pedagogical assessment remains poorly understood. Thus, the use of digital technologies and augmented reality technologies in the educational process is currently one of the most pressing issues. The purpose of this study is to empirically test the impact of augmented reality effects integrated into the TikTok platform on students' academic achievements in the information and communication technology course. The study was implemented in a quasi-experimental format with control (n = 25) and experimental (n = 25) groups. The main indicator of effectiveness was the increase in learning outcomes, measured on the basis of comparable pre-test and post-test assignments. To check the differences, the Student's t-test was used for independent samples. The results showed a statistically significant increase in the average score in the experimental group compared with the control group (p < 0.05), which indicates a positive effect of augmented reality assessment on the assimilation of educational material. The data obtained confirm that augmented reality in a social network can act not only as a means of engagement, but also as a tool for formative assessment, providing a measurable educational effect. Furthermore, the findings highlight the potential of integrating augmented reality effects into familiar social media platforms to create interactive and accessible assessment experiences. The use of TikTok may increase students' motivation, encourage active participation, and provide immediate opportunities to demonstrate their understanding of ICT concepts. This approach also offers educators an alternative method of monitoring learning progress and identifying difficulties during instruction. However, the results should be interpreted considering the limited sample size and quasi-experimental design. Further research involving larger samples, longer intervention periods, and different educational contexts is needed to examine the sustainability of learning gains and the broader applicability of AR-based assessment strategies.