How Real is Augmented Reality in Preschool? Examination of Young Children's AR Experiences

Abstract

The research aims to examine augmented reality (AR) technology during the preschool years. For this purpose, we created activities with AR cards and compared them to activities with other materials. We designed the study as a case study, a qualitative research model. We used the convenience sampling method to select the study group, and we used the criterion sampling method from the selection methods. The study group consists of 18 children, nine boys and nine girls attending kindergarten. Children are between 54-and 77 months. We gathered data through semi-structured interviews, observation, and audio and video recordings. We used the content analysis method to analyze the data, creating codes and themes. Findings show that using AR technology in the preschool period attracts children's attention, gives them a sense of reality, embodies the content, supports peer relationships positively, and allows children to participate in activities willingly and focus on the activity. Furthermore, we have seen that AR technology can be a distraction. When comparing AR technology to other materials, we discovered that children prefer materials that directly connect to real life. They prefer materials that contain AR to materials that do not. We presented recommendations for the use of AR in the preschool period and for future research.

Keywords

• preschool
• technology in preschool
• augmented reality
• augmented reality in preschool

References

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