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

Yıl 2022, Cilt: 15 Sayı: 4, 884 - 906, 31.10.2022

Hacer Bülbül , Fatih Özdinç

https://doi.org/10.30831/akukeg.1098113

Cited By: 4

Öz

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.

Anahtar Kelimeler

preschool, technology in preschool, augmented reality, augmented reality in preschool

Kaynakça

• Abdüsselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. Sınıf manyetizma konusu örneği.[The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example]. Eğitim ve Öğretim Araştırmaları Dergisi, 1(4), 170-181. https://doi.org/10.14527/pegegog.2014.004
• Ahola, J., & Lucas, B. G. (1981). Participant observation in educational research: dynamics of role adjustment in a high school setting. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 16(1), 77-90.
• Aydoğdu, F. (2022). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2), 326-348. https://doi.org/10.1111/bjet.13168
• Azuma, R. T. (2004). Overview of augmented reality. In ACM SIGGRAPH 2004 Course Notes, 26. https://doi.org/10.1145/1103900.1103926
• Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17 (4), 133-149.
• Bai, Z., Blackwell, A. F., & Coulouris, G. (2013). Through the Looking Glass: Pretend Play for Children with Autism. IEEE International Symposium on Mixed and Augmented Reality, Adelaide, Australia, 1-4 October.
• Bujak, K. R., Radu, I., Catrambone, R., Macintyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544. https://doi.org/10.1016/j.compedu.2013.02.017
• Campos, P., Pessanha, S., & Jorge, J. (2011). Fostering collaboration in kindergarten through an augmented reality game. International Journal of Virtual Reality, 10(3), 33-39. https://doi.org/10.20870/IJVR.2011.10.3.2819
• Cascales, A., Laguna, I., Pérez-López, D., Perona, P., & Contero, M. (2013). An experience on natural sciences augmented reality contents for preschoolers. In R. Shumaker (Ed.), Virtual, augmented and mixed reality: Systems and applications (pp. 103-112). Springer. https://doi.org/10.1016/j.compedu.2013.02.017
• Cascales, A., Pérez-López, D., & Contero, M. (2013). Study on parent’s acceptance of the augmented reality use for preschool education. Procedia Computer Science, 25, 420-427. https://doi.org/10.1016/j.procs.2013.11.053
• Çevik, G., Yılmaz, R. M., Göktaş, Y., & Gülcü, A. (2017). Okul öncesi dönemde artırılmış gerçeklikle İngilizce kelime öğrenme [Learning English vocabulary with augmented reality in preschool]. Journal of Instructional Technologies and Teacher Education, 6(2), 50-57.
• Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T., & Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Journal of Educational Technology and Society, 18(2), 166-178.
• Chen, C. H., Su, C. C., Lee, P. Y., & Wu, F. G. (2007, July). Augmented interface for children Chinese learning. In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) (pp. 268-270). https://doi.org/10.1109/ICALT.2007.76
• Cheng, K-H., & Tsai, C-C. (2012). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449-462. https://doi.org/10.1007/s10956-012-9405-9
• Coulthard, H., & Sealy, A. (2017). Play with your food! Sensory play is associated with tasting of fruits and vegetables in preschool children. Appetite, 113, 84-90.
• Di Serio, A., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers and Education, 68, 586-596. https://doi.org/10.1016/j.compedu.2012.03.002
• Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22. https://doi.org/10.1007/s10956-008-9119-1
• Fonseca, D., Martí, N., Redondo, E., Navarro, I., & Sánchez, A. (2014). Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models. Computers in Human Behavior, 31, 434-445. https://doi.org/10.1016/j.chb.2013.03.006
• Gecu-Parmaksiz, Z., & Delialioğlu, Ö. (2020). The effect of augmented reality activities on improving preschool children’s spatial skills. Interactive Learning Environments, 28(7), 876-889. https://doi.org/10.1080/10494820.2018.1546747
• Gün, E. (2014). Effects of augmented reality applications on students’ spatial abilities [Master Thesis]. Gazi University.
• Gündoğdu, T. (2014). Investigation of relationship between 8th grade students’ achievement and conceptual understanding levels in astronomy and attitudes towards science course [Master Thesis]. Marmara University.
• Han, J., Jo, M., Hyun, E., & So, H. J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455-474. https://doi.org/10.1007/s11423-015-9374-9
• Haugland, S. W. (2000). Early childhood classrooms in the 21st century: Using computers to maximize learning. Young Children, 55(1), 12-18.
• Hsiao, K. F., Chen, N. S., & Huang, S. Y. (2010). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331-349. https://doi.org/10.1080/10494820.2010.486682
• Hsiao, K. F., & Rashvand, H. (2011). Integrating body language movements in augmented reality learning environment. Human-Centric Computing and Information Sciences, 1(1), 1-10. https://doi.org/10.1186/2192-1962-1-1
• Hsieh, M. C., & Lee, J. S. (2008). AR marker capacity increasing for kindergarten English learning. In International MultiConference of Engineers and Computer Scientists 1, 663-666.
• Huang, Y., Li, H., & Fong, R. (2016). Using Augmented Reality in early art education: a case study in Hong Kong kindergarten. Early Child Development and Care, 186(6), 879-894. https://doi.org/10.1080/03004430.2015.1067888
• Ibáñez, M. B., Di-Serio, Á., Villarán-Molina, D., & Delgado-Kloos, C. (2014). Augmented reality-based simulators as discovery learning tools: An empirical study. IEEE Transactions on Education, 58(3), 208-213. https://doi.org 10.1109/TE.2014.2379712
• Ivanova, M., & Ivanov, G. (2011). Enhancement of learning and teaching in computer graphics through marker augmented reality technology. International Journal on New Computer Architectures and Their Applications, 1(1), 176-184.
• Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers and Education, 68, 545-556. https://doi.org/10.1016/j.compedu.2013.02.018
• Ke, F., & Hsu, Y.-C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41. https://doi.org/10.1016/j.iheduc.2015.04.003
• Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(34), 163-174. https://doi.org/10.1007/s10055-006-0036-4
• Kesim, M., & Özarslan, Y. (2012). Augmented reality in education: current technologies and the potential for education. Procedia-Social and Behavioral Sciences, 47, 297-302. https://doi.org/10.1016/j.sbspro.2012.06.654
• Koç, S. (2021). Okul öncesi dönemde artırılmış gerçeklik teknolojisinin kullanımı [The use of augmented reality technology in preschool period]. Tasarım Enformatiği, 2(2), 59-64. Kol, S. (2012). Okul öncesi öğretmenlerinin bilgisayar destekli eğitime yönelik görüşlerinin incelenmesi [Evaluating the opinions of the preschool teachers on computer assisted education]. Kuram ve Uygulamada Eğitim Bilimleri 12(2), 887-903.
• Kuru, A. (2015). Teknolojik ürünlerde kullanıcı deneyimi üzerine bütünsel bir model [A holistic model on user experience in technological products]. Mühendislik Bilimleri ve Tasarım Dergisi, 3(3), 567-574.
• McKenzie, J., & Darnell, D. (2003). The eyeMagic book: a report into augmented reality storytelling in the context of a children’s workshop. Christchurch, New Zealand: Centre for Children’s Literature and Christchurch College of Education.
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
• Munoz-Cristobal, J. A., Jorrin-Abellan, I. M., Asensio-Perez, J. I., Martinez-Mones, A., Prieto, L. P., & Dimitriadis, Y. (2015). Supporting teacher orchestration in ubiquitous learning environments: A study in primary education. Learning Technologies, IEEE Transactions on Learning, 8(1), 83-97. https://doi.org/10.1109/TLT.2014.2370634
• Özsevgeç, T., & Eroğlu, B. (2017). Artırılmış gerçeklik uygulamalarının ortaokul öğrencilerinin astronomi konularını öğrenmelerine etkisi. [The effect of augmented reality applications on secondary school students' learning about astronomy]. 3. Ulusal Fizik Eğitimi Kongresi, Gazi Üniversitesi, Ankara, 14-16.
• Parette, H. P., Hourcade, J. J., & Heiple, G. S. (2000). Computers and young children: The important of structured computer experiences for young children with and without disabilities. Early Childhood Education Journal, 4(27), 243-250.
• Parhizkar, B., Shin, T. Y., Lashkari, A. H., & Nian, Y. S. (2011). Augmented reality children storybook (ARCS). In International Conference on Future Information Technology (IPCSIT) 13, 1-4.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage Publications.
• Radu, I. (2014). Augmented reality in education: a meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543. https://doi.org/10.1109/ISMAR.2012.6402561
• Radu, I., & MacIntyre, B. (2012). Using children's developmental psychology to guide augmented-reality design and usability. In 2012 IEEE international symposium on mixed and augmented reality (ISMAR), 227-236.
• Rasalingam, R. R., Muniandy, B., & Rass, R. (2014). Exploring the application of Augmented Reality technology in early childhood classroom in Malaysia. Journal of Research & Method in Education (IOSR-JRME), 4(5), 33-40. http://dx.doi.org/10.9790/7388-04543340
• Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the state of Kuwait. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 417-440. https://doi.org/10.12973/eurasia.2017.00624a
• Sayan, H. (2016). Okul öncesi eğitimde teknoloji kullanımı [Using technology in preschool education]. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 5(13).
• Taskiran, A. (2019). The effect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135.
• Wang, D., He, L., & Dou, K. (2013). StoryCube: supporting children’s storytelling with a tangible tool. The Journal of Supercomputing, 70, 269-283. https://doi.org/10.1007/s11227-012-0855-x
• Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234. https://doi.org/10.1016/j.compedu.2014.10.017
• Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570-585. https://doi.org/10.1016/j.compedu.2013.02.014
• Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
• Yang, X., & Wang, S. J. (2017). To develop and evaluate children’s cognitive development through an AR-playful-learning approach. KnE Engineering, 211-218. https://doi.org/10.18502/keg.v2i2.617
• Yılmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240-248. https://doi.org/10.1016/j.chb.2015.07.040
• Yılmaz, R. M., & Göktaş, Y. (2018). Using augmented reality technology in education. Cukurova University Faculty of Education Journal, 47(2), 510-537. https://doi.org/10.14812/cuefd.376066
• Yilmaz, R. M., Kucuk, S., & Goktas, Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Educational Technology, 48(3), 824-841. https://doi.org/10.1111/bjet.12452
• Yin, R. K. (2009). Case study research: design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.
• Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140. https://doi.org/10.18785/jetde.0401.10
• Yusoff, Z., & Dahlan, H. M. (2013). Mobile based learning: An integrated framework to support learning engagement through Augmented Reality environment. In 2013 International Conference on Research and Innovation in Information Systems (ICRIIS) 251-256. https://doi.org/10.1109/ICRIIS.2013.6716718