Learning English in Early Childhood Education with Augmented Reality

Design, Production, and Evaluation of the “Wordtastic Kids” App

Datos Bibliográficos

ID22048522
AutoresAleyda Mamani-Calapuja (0009-0008-2959-5606, Universidad Nacional de San Agustin de Arequipa), Victoria Laura-Revilla (0009-0003-6240-0210, Universidad Nacional de San Agustin de Arequipa), Alejandra Hurtado‐Mazeyra (0000-0002-0113-1673, Universidad Nacional de San Agustin de Arequipa), Carmen Llorente-Cejudo (0000-0002-4281-928X, Universidad de Sevilla, autor de correspondencia)
Año2023
Volumen13
Número7
Páginas638
Fecha de publicación2023-06-22
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13070638
OpenAlexW4381741815
IdiomaEN
Citas recibidas4
Referencias citadas18

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively

Augmented reality · Developmental psychology · Early childhood · Early childhood education · Language acquisition · Linguistics · Mathematics education · Multimedia · Pedagogy · Vocabulary · Augmented Reality Applications · Computer Science · Edcuational Technology Systems · Impulse Buying and Technology Impacts · Psychology · Artificial Intelligence