Abstract:
In today's educational environment, augmented reality is becoming an increasingly demanded and promising technology.
Studies prove the success of its application due to the effect of implementation in the learning environment with the overlay
of virtual objects that expand our three-dimensional space by visualizing and presenting interactive materials. However, its
evaluative function in learning as an auxiliary tool integrated into social media is not sufficiently explored. Therefore, the
purpose of this study is to determine the impact of AR masks in social media as an assessment tool on learners' academic
achievement in the learning process. The research methods combined a questionnaire survey of students and teachers, the
development and implementation of AR masks, and conducting a pedagogical experiment, which had a quasi-experimental
format. The preliminary questionnaire survey involved 1,259 students and 76 teachers who expressed their attitudes towards
the use of social media for learning purposes, prompting the consideration of methodological features in the development of
10 AR masks for social networks such as TikTok, Facebook, and Instagram. The experiment itself, where the developed AR
masks were applied, involved 149 students who were divided into control and experimental groups. As a result of using AR
masks, the average score of the experimental group increased from 73.8% to 79.8%. Based on the findings, it can be
concluded that the use of AR masks in social media has a positive effect and significant potential to transform traditional
assessment methods.
