Augmented reality for preschool children

An experience with educational contents

Bibliographic Data

ID21297173
AuthorsFatih Aydoğdu (0000-0001-5123-0824, Department of Child Development, Health Services Vocational School Erzincan Binali Yıldırım University Erzincan Turkey, corresponding author)
Year2022
Volume53
Issue2
Pages326-348
Publication date2022-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 0007-1013 • E-ISSN: 1467-8535
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjet.13168
OpenAlexW3204035963
LanguageEN
Citations received8
References cited46

This study was conducted to test the effect of the augmented reality‐based program on the motivation, attention and conceptual skills of preschool children. The research was conducted according to the pretest‐posttest control group quasi‐experimental design: 13 participants (6 girls, 7 boys) in the experimental group and 13 (5 girls, 8 boys) in the control group, a total of 26 children (4–5 age group) were included in the study. While the children in the experimental group participated in the applications prepared with augmented reality, the children in the control group were practised upon with the traditional teaching method. In the research, measurement tools were applied to the working groups (experiment‐control) both before and after the application. As a result, it was determined that the motivation, attention and concept skills of the children in the experimental group increased significantly compared to the children in the control group. The results show that augmented reality applications can be used in learning activities in preschool education. Practitioner notes What is already known about this topic Augmented reality applications can be adapted for preschool children. Augmented reality applications are new in pre‐school education. Augmented reality applications are interesting for preschool children. What this paper adds Augmented reality applications improve the motivational skills of preschool children. Augmented reality applications improve the attention skills of preschool children. Augmented reality applications improve the concept skills of preschool children. Implications for practice and/or policy Technology‐based classroom environments should be created in pre‐school education institutions. Augmented reality applications in pre‐school education should be expanded in line with the gains. Teachers should receive training on augmented reality applications.

Augmented reality · Control (management) · Developmental psychology · Human–computer interaction · Test (biology) · Artificial Intelligence · Augmented Reality Applications · Computer Science · Educational Games and Gamification · Mobile Learning in Education · Psychology

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