Аннотация
According to statistics, using augmented reality in high schools in Kazakhstan is growingly higher than any other CIS countries, giving the initially promising picture of immersive technologies in Kazakhstani education; however, there is a significant underrepresentation of AR users in high schools yet. As a result, a persistent dominance of traditional teaching in the Kazakhstani schools contrasts Japanese fully metaverse high schools.The study considers the initial physical skills of pupils as a determinant of their learning and cognitive abilities. Employing a laboratory experiment with a quantitative approach, the research sampled 175 randomly chosen 9th-grade high school students. Data collection involved administering a cognitive learning skills test during a physics lesson, with results analyzed using statistical tests like normality and Linkert tests.The primary objective of this study is to assess the efficacy of augmented reality in enhancing cognitive learning skills during physics lessons among high school students in the Ili district. Notably, the improvement in cognitive learning skills is more pronounced among students with higher initial physical abilities. This underscores the potential of augmented reality in augmenting cognitive learning skills within the realm of physics education.This research contributes valuable insights to the evolving understanding of augmented reality’s effectiveness in fostering pupils’ cognitive learning skills, particularly within physics education. The findings indicate that the use of augmented reality yields positive outcomes in enhancing students’ cognitive learning during physics lessons compared to traditional teaching methods.