USING THE ARLOOPA MOBILE APPLICATION IN BLENDED LEARNING SETTINGS FOR STUDENTS

The article`s aim: to justify approaches to the use of the ARLOOPA mobile application in the context of blended learning for students. The study employs the method of systematization and generalization to examine current trends in the use of immersive technologies, particularly augmented reality (AR). An analysis of publications on the impact of AR technologies on the educational process has been conducted, including research by both international and domestic scholars. The age-related characteristics of students in the context of ARLOOPA usage have been analyzed through theoretical generalization. The modeling method has been used to develop an algorithm for integrating ARLOOPA into the educational process. The stages of implementation are described, including an analysis of technical capabilities, teacher training, content development, and effectiveness assessment. The article examines the possibilities of using the ARLOOPA mobile application in the context of blended learning for students in general secondary education institutions. The study presents research findings on the impact of augmented reality on education quality in various countries, including Indonesia, Turkey, and Ukraine. The potential of AR for enhancing the effectiveness of the learning process, increasing student motivation, and developing cognitive skills is analyzed. A theoretical generalization is conducted to examine age-related characteristics of students in the context of ARLOOPA use. A comparative analysis of ARLOOPA’s application in face-to-face and distance learning formats is provided, outlining opportunities for creating an interactive educational environment and a personalized learning approach. The modeling method is employed to develop an algorithm for integrating ARLOOPA into the educational process. The implementation stages are described, including an analysis of technical capabilities, teacher preparation, AR content development, and effectiveness assessment. The article discusses the technical aspects of the application, such as hardware requirements, platform integration, and methodological recommendations for educators. It is established that the use of immersive technologies expands teachers' professional toolkit, fosters student engagement, and improves learning outcomes. Additionally, the necessity of developing educational programs that consider the specifics of working with AR technologies is emphasized. A promising research direction is the assessment of ARLOOPA’s impact on the development of students’ critical thinking and spatial imagination.