Augmented reality enhanced computer aided learning for young children

Ati, Modafar; Kabir, Kamil; Abdullahi, Hamis; Ahmed, Masud

doi:10.1109/iscaie.2018.8405457

Cited by 14 publications

(13 citation statements)

References 7 publications

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“…For example, in the AR pop-up book, students learned the words seed and seat which share the same onset and syllables when reading the story (Vate-U-Lan, 2011); in the alphabet training, learners could also learn the associated letter sound (Rambli et al., 2013). The majority of the studies emphasized reading and spelling while three focused on handwriting (Ati et al., 2018; Bhadra et al., 2016; Boonbrahm et al., 2015).…”

Section: Resultsmentioning

confidence: 99%

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Fan

Antle

Warren

2020

Journal of Educational Computing Research

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In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word knowledge activities, and location-based word activities. Our findings also uncovered five main design strategies: three-dimensional multimedia content, hands-on interaction with physical learning materials, gamification, spatial mappings, and location-based features. Several combinations of design and instructional strategies tended to be effective: Learning gains were enhanced by using three-dimensional multimedia with advanced organizers (presentation strategy) and/or using location-based content with learners’ self-exploration (discovery strategy); and motivation was enhanced by using game mechanisms with discovery strategy. We suggest that future designers of AR early language applications should move beyond these basic approaches and consider how unique benefits of AR may be applied to support key activities in early language learning while also considering how to support sociotechnical factors such as collaboration between teachers and learners and different learning contexts. We conclude with a discussion of future directions for research in this emerging space.

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Section: Resultsmentioning

confidence: 99%

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Fan

Antle

Warren

2020

Journal of Educational Computing Research

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“…It is seen that the augmented reality applications are an ICT application frequently used in learning environments in recent years and are often preferred by educators. There are many studies conducted in which augmented reality applications are used in educational environments as an ICT application in recent years (Salmi, Kaasinen & Kallunki, 2012;Chen, & Tsai, 2012;Nincarean, Alia, Halim & Rahman, 2013;Bower, Howe, McCredie, Robinson, & Grover, 2014;Bitter & Corral, 2014;Hanafi, Said, Wahab, Samsuddin, 2017;Ati, Kabir, Abdullahi, Ahmed, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analyzing the Views of Pre-Service Teachers on the Use of Augmented Reality Applications in Education

Uygur¹,

Yelken²,

Akay³

2018

EUROPEAN J ED RES

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It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.

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“…The review found that most frequently used data collection method is 'Test' (33.33%) and followed by 'Observation' (24.44%). Meanwhile, there are also few studies that used 'Others' (11.11%) tools like drawing intervention [34], report [36] and digital logs [24]. Since one study can use more than one data collection method, this study counts more than one category.…”

Section: Results For Research Samples Used In Early Childhood Educationmentioning

confidence: 99%

“…Science (Animals, Newton) [7], [24][25][26] Storytelling [20][21] Art education [27] English language [14], [23], [28][29] Native language (native alphabet) [30][31][32] Religion education [19], [33] Early Literacy (Alphabets, writing, numbers, early childhood activity) [4], [6], [18], [34][35][36][37] Others (emotion, thinking, social behaviour, interaction)…”

Section: Topics Authorsmentioning

confidence: 99%

The Current Trends of Augmented Reality in Early Childhood Education

Masmuzidin¹,

Aziz²

2018

IJMA

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Augmented Reality has been widely used in various level of education such as higher-level education, secondary education (lower/upper secondary level), primary education, and in informal learning. However, the implementation in early childhood education is still limited. By using library research methodology, the objective of this paper is to investigate the existing work of augmented reality in early childhood education between 2009-2018. Based on the results, it shows that the publication of augmented reality in early childhood education increased slowly within these past ten years. It has been found that the main advantage of augmented reality is to enhance motivation. Early literacy has been found to be the most used topic with sampling less than 30 children. Finally, 'Marker-based' augmented reality has been widely used with mobile devices and in term of data collection methods, 'Test' has been used the most in this field of research.

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Augmented reality enhanced computer aided learning for young children

Cited by 14 publications

References 7 publications

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

Analyzing the Views of Pre-Service Teachers on the Use of Augmented Reality Applications in Education

The Current Trends of Augmented Reality in Early Childhood Education

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