Enriching a Traditional Learning Activity in Preschool through Augmented Reality: Children’s and Teachers’ Views

Abstract

Nowadays, Augmented Reality flourishes in educational settings. Yet, little is known about teachers’ and children’s views of Augmented Reality applications in Preschool. This paper explores 71 preschoolers’ opinions of Augmented Reality teaching integrated into a traditional learning activity. Additionally, five educators’ views of Augmented Reality applications in Preschool are captured. Mixed methods with questionnaires and semi-structured interviews were used. The questionnaires record children’s preferences regarding their favorite learning activity between traditional and the Augmented Reality one. Additionally, they explore the activity preschoolers would like to repeat and found most enjoyable: playful. Regarding quantitative data analysis, independent/paired samples t-tests and chi-square test along with bootstrapping with 1000 samples were used. As for the qualitative data collection, educators’ semi-structured interviews focused on three axes: (a) children’s motivation and engagement in Augmented Reality activities, (b) Augmented Reality’s potential to promote skills, and (c) Augmented Reality as a teaching tool in preschool. The emerging results are: Preschoolers prefer more Augmented Reality activities than traditional ones. There are no statistically significant gender differences in preferences for Augmented Reality activities. Educators regard Augmented Reality technology as an innovative, beneficial teaching approach in preschool. However, they express concern regarding the promotion of collaboration among preschoolers via Augmented Reality.

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