Utilizing Animal Characters of a Mobile Augmented Reality (AR) Reading Kit to Improve Preschoolers’ Reading Skills, Motivation, and Self-Learning: An Initial Study (original) (raw)
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Introducing augmented reality in early childhood literacy learning
Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR into early childhood contexts are underrepresented and especially scant in the literacy domain. Aiming to measure the impact of AR on early childhood learning and motivation in the literacy domain, this study brought an application into six pre-kindergarten classrooms by introducing three experimental classrooms to an AR centre while others engaged with a two-dimensional (2D) version of the same material. Bayesian analysis revealed that rapid letter naming rates grew for all children involved in the study. It increased by 6.28% among children in the experimental AR group and 3.35% in the control 2D group. Growth in rates of motivation was similar among experimental (11.5%) and control (10.9%) groups. These findings suggest that three-dimensional images of letters might help with rapid letter naming skills, and animations available in both versions may be the reason of increases in motivation. Teacher interviews presented positive views towards AR, and instructional implications were provided by teachers for incorporating the technology into early childhood classrooms.
Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers
International Journal of Interactive Mobile Technologies (iJIM)
Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children's declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies have focused on school-aged children and those examined attitudes, not motivation. This study aimed to: a) examine how young children's motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. Participants in this pre-test post-test case study were 40 fourth and fifth graders. Data sources included validated questionnaires and an observation protocol of children’s behavior while interacting with AR books. The results of paired samples t-tests for children's motivation indicated a statistically significant increase in attention (t (39) = - 3.07, p = 0.004), confidence (t (39) = - 2.44, p = 0...
Eurasia Journal of Mathematics, Science & Technology Education, 2017
This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The study compared two groups: (a) experimental, taught using AR apps, and (b) control, taught using traditional face-to-face methods. A total of 42 (i.e., 21 in the experimental group and 21 in the control group) preschoolers enrolled in the public educational system participated in this study in the second semester of the 2015-2016 academic year. The findings of this research are coherent and consistent with the results of other studies conducted over the past 5 years as well as with the postulated hypotheses. The results revealed the following: (1) there were statistically significant differences between the control group (traditional group) and the experimental group (AR group) in their degrees of interaction with the English alphabet lesson in favor of the experimental group; (2) there were statistically significant differences between the control group and the experimental group in their scores on the English alphabet test in favor of the experimental group; and (3) there was a very strong linear relationship/correlation between the children's interaction with the English alphabet lesson and their scores on the English alphabet test in the AR group. The study concludes with relevant proposals and recommendations regarding the implementation of AR technology in education and suggests undertaking further studies on this interesting topic.
Design of Mobile Augmented Reality System for Early Literacy
2019
Mobile applications allow connecting the world around us with digital information. Augmented Reality (AR) applications are commonly used in museums, education and for research. AR applications can attract users with contextual and locally specific information. We present a concept, development of augmented reality (AR) application “Tilsimli arifler” in which we create literate environment for motivating of children in practicing reading and writing. In order to enhance the kids reading ability we propose to develop a learning mobile application that allows using modern mobile technologies, in particular, using the technology of augmented reality, to study the alphabet and learn how to make words. In this case, a prerequisite was the use of special (drawn) cards and a camera of a mobile device. When scanning a card with a camera on a user's smartphone, a three-dimensional image of the object deposited on the card should appear and which can be rotated in different directions (“sp...
2018
Give the definition of work Augmented Reality (AR) and see how the learning process can be arranged outside the classroom with mobile learning. Classify major components (device technology, models of instructional design, media types, and activities/outcomes study). Discuss constraints technical and pedagogical presented by AR, before looking at how that can be used for learning. AR can be used in mobile learning. The important contribution of the two fields can be seen in a discussion of the underlying teaching techniques related to the use of AR; and taxonomy which classifies the various aspects of mobile AR to study in a variety of situations. AR as an alternative medium of learning in the future. In the past, the limitations of AR technology are only used in one place cannot be moved around. However, the development of AR continues to do so has been obtained AR a portable or can be taken anywhere. Utilization of AR in the world of education to the introduction of animals to earl...
Journal of Education and Learning (EduLearn), 2018
In this experimental study, AR book app is used to improve student learning outcome of kindergarten in animal introduction subject. AR book app is an application based on Augmented Reality (AR) technology that adapts the kindergarten curriculum in Indonesia. AR book app has included 3D view and animal video. 3D based learning makes it easy for students to visualize learning materials and video based learning to makes students give attention when learning activity. In a field experiment at kindergarten, 111 kindergarten students was divided into two groups participated in learning activity that using different learning media. The two groups were group A and group B. Group A is an experimental group which taught using Augmented Reality (AR) book app. Group B is control group which taught using group note methods. Experimental result showed that students' performance in learning improved significantly by using Augmented Reality (AR) book app media. In this study, students indicated that the experimental group learning outcome is better than the control group.
Early Childhood Research Journal (ECRJ)
Learning media for young children is a tool used to introduce the theme as teaching materials or what is often called the curriculum for early childhood. The more sense tools are involved in the learning process, the more likely the child understands the information presented by the teacher. Recently, learning media still uses face to face methods or books. Meanwhile, early childhood is easily bored and more interested in new things. This research aims to develop a Learning media that used to introduce animals using Augmented Reality (AR) so that children can know the environment and food needed by the introduced animal. 83% of teachers and 91% of students enjoy using the application in animal recognition. KEYWORDS Learning Media, Animal Recognition, Augmented Reality, Mobile Phone
Comparing reading comprehension between children reading augmented reality and print storybooks
Computers & Education, 2020
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