ÖZBEKISTON QIŞLOQ MAKTABLARIDA OFLAYN AR VA INTERAKTIV 3D BILAN GEOMETRIK OPTIKANI ÖQITIŞ

This study aims to evaluate the pedagogical effectiveness of integrating offline augmented reality (AR) and interactive three-dimensional (3D) modeling technologies into the teaching of geometrical optics in rural general education schools in Uzbekistan. The relevance of the study is determined by the limited availability of laboratory equipment, stable internet connectivity, and modern digital educational resources in schools located in remote areas. The purpose of the study is to determine the impact of a pedagogical model combining virtual visualization, interactive modeling, and real physics experiments on students' conceptual knowledge, knowledge retention, and laboratory research skills. The study was conducted using a cluster quasi-experimental design involving 560 ninth-grade students from 16 classes across four rural general education schools in the Fergana region. The experimental group participated in six lessons integrating offline AR, interactive 3D models, and real laboratory experiments, whereas the active control group used traditional visual aids and real experiments. The outcomes were assessed through a pretest (T0), posttest (T1), delayed posttest (T2), a laboratory skills assessment rubric, and a technology acceptance questionnaire. The statistical analysis accounted for baseline knowledge levels, between-school differences, and classroom-level clustering.

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