Proceedings ifte-2020, 0013-0026 doi: 10. 3897/ap e0013

Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020
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To complete tasks of an increased level of complexity, a pupil may need knowledge from related subject 
areas, in this case from chemistry. By activating the AR-help icon, the pupil will be able to quickly receive 
additional information. If the pupil still could not cope with the task, the video, launched using the AR-SOS 
icon, will allow him/ her to find out the answer to the question of the fourth task. 
Fig. 1. The fragment of “Interactive AR-map for independent observation and experience” 
The implementation of developed interactive AR-maps in the education process of pupils was made by 
students during pedagogical practice. Pedagogical practice was the final stage in the formation of digital 
competence of the future physics teacher.
Experiment Stages 
The ascertaining stage 
To assess the level of digital competence of students, we highlight the willingness of a future teacher to use 
AR-technologies in professional activities. Therefore, during the ascertaining stage of the pedagogical 

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Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020 
experiment, the students’ readiness was evaluated according to the following components: motivational, 
cognitive, technological.
To determine the motivational component of student readiness, a questionnaire was conducted, during 
which it was found out that for most first master's course students a positive attitude towards the use of AR-
technologies in teaching pupils is characteristic. 
The cognitive component of readiness was evaluated in the course of monitoring students’ work according 
to the following parameters: the ability to independently determine the need for using digital technologies 
in the lesson; correctly select digital instruments, depending on the purpose of the lesson; ability to work 
with educational and popular science literature; the ability to independently apply the knowledge of AR-
technology in practice. 
The technological component of readiness is assessed by the necessary knowledge, skills and abilities to 
use the hardware and software of AR-technologies in the education process at school. 
The level of formation of all the indicated components individually for each student made it possible to 
diagnose the initial level of readiness in general for first master’s course students. 
An analysis of the data obtained at the ascertaining stage showed that first master’s course students have 
not high enough formation level of digital competency. 
There was a contradiction between the interest shown by students in augmented reality technologies and a 
low level of knowledge in this area. This also confirmed our conclusion about the necessity of experimental 
training, taking into account the level of readiness of students, and justified the choice of appropriate 
technology. 
The formative stage 
The formative experiment was aimed at clarifying the role, place and didactic capabilities of augmented 
reality technology tools in the development of digital competence of a future physics teacher, the 
development of formation technology of digital competence in the conditions of informatization and 
digitalization of modern pedagogical education. 
We agree with the researchers, Grebenyuk (2000), Kraevsky and Polonsky (2001), who believe that in a 
pedagogical experiment it is quite difficult to achieve equalization of the composition of parallel groups 
taking into account the level of initially available knowledge and initially formed skills to distinguish the 

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Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020
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experimental and control groups. Therefore, in our research, we found it possible to abandon the 
comparative experiment and evaluate the effectiveness of the technology of independent work of students, 
fixing the changes that occur at individual stages of the study. 
The control stage 
Diagnostics of digital competency formation level was determined by the results of a series of control 
slices. For the obtained quantitative data, was used the χ2 - criterion, which allows to compare the 
percentage distribution of the data. The boundary value of χ2 - the criterion, corresponding to two degrees 
of freedom (m = 3) and a probability of an admissible error of 0.05, is 5.99, which allows us to conclude 
that there are significant changes in the level of digital competence and confirms the validity of the research 
hypothesis. 
Monitoring the development of digital competence was divided into three stages, the results were compared 
after studying each of the disciplines and after passing pedagogical practice. 
The dynamics of the readiness level of a future teacher to use AR-technologies in professional activities is 
shown in Fig. 2. This allowed us to conclude that the proposed technology is effective. 
Fig. 2. Diagram showing the dynamics of the preparedness of future teachers for the application of AR-
technology in professional activity 
An empirical research made it possible to verify the effectiveness of the developed technology for the 
development of digital competence of a future physics teacher in the conditions of informatization and 
digitalization of modern pedagogical education. 

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Irina M. Agibova, Tatyana А. Kulikova, Natalya А. Poddubnaya, Olga V. Fedina / Proceedings IFTE-2020