Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education

Redondo, Beatríz; Gutiérrez, Ramón Cózar; González‐Calero, José Antonio; Ruiz, Raquel Sánchez

doi:10.1007/s10643-019-00999-5

Cited by 85 publications

(61 citation statements)

References 41 publications

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“…Moreover, a survey was conducted by researchers in Spain, where a comparison was made of the early childhood group which was divided into 50 and 52 early childhood to pay attention to the success of the application of AR for learning English for early childhood. The results showed the use of AR in learning English subject matter increased early childhood interest and relationships in learning (Redondo et al, 2020).…”

Section: Previous Researchmentioning

confidence: 96%

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Feryanto¹

2021

TURCOMAT

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The total population of Indonesia as of September 2020 is based on the official statistical news number 07/01/th. XXIV, 21 January 2021 issued by the Indonesian Statistics Center, totaling 270.20 million people and 10.88% or 29,397,760 people are the post Gen Z generation born from 2013 onwards with an estimated age up to 7 years of age. The post Gen Z generation is a generation that is categorized as early childhood. Moreover, learning from an early age is important so that children are familiarized with the knowledge they are most interested in and mastered so that it makes it easier for them to understand it. Especially if the learning material is delivered electronically via a smartphone which is associated with the application of the Augmented Reality (AR) method so that they are more interested in learning and with a different atmosphere in terms of delivering face-to-face subject matter in class which is sometimes boring. In this paper, we design and implement a learning model equipped with AR technology to make it easier for young children to learn subject matter that is important for their future and limited to science subject matter. In this paper, a mobile application with AR technology is proposed where users can learn from the images they capture and gain learning from the perspective of these images. What's more, the application of AR technology is also more practical and reduces the burden of carrying heavy and thick books in studying a subject matter. The model was designed using a use case diagram as a business process design and class diagrams for database design including the user interface as a representation of communication between users and applications.

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Section: Previous Researchmentioning

confidence: 96%

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Feryanto¹

2021

TURCOMAT

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“…It may be seen from content analysis and systematic literature review studies that the number of academic studies conducted on the use of augmented reality in education is increasing yearly (Akcayir & Akcayir, 2017;Altinpulluk, 2019;Arici et al, 2019). With many uses in different fields, augmented reality is also being used in various ways in traditional learning processes (Chang & Hwang, 2018;Ibañez et al, 2020;Redondo et al, 2020;Ruiz-Ariza et al, 2018;Sahin & Yilmaz, 2020).…”

Section: Literature Review: Augmented Reality Studies In Education Anmentioning

confidence: 99%

Open Praxis vol. 12 issue 2

Gil‐Jaurena¹

2020

openpraxis

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“…Among the newest achievements that are used in the field of information technology, the so-called augmented reality (AR) systems have appeared. These systems are technologies that allow to combine images of real-world objects with various elements of computer graphics, as well as combine images obtained from different sources [4,5,6,7]. At the same time, AR systems involve embedding computer-generated objects into the surrounding reality, which is the main difference from virtual reality (VR) systems, which involve the use of an artificially created video sequence [8].…”

Section: Introductionmentioning

confidence: 99%

“…The idea of AR technology is relatively simple: it recognizes a given image of the real world (for example, GPS coordinates or an illustration from a textbook) and imposes an object of the virtual world (for example, an image, narration, etc.) on it [6,7]. At the same time, it allows everyone to carry out interesting projects with it (for example, to enrich images in an ordinary paper textbook with multimedia content on a smartphone screen) [12].…”

Section: Introductionmentioning

confidence: 99%

Augmented reality technology in the foreign language classroom in a non-linguistic university

et al. 2021

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The article determines the necessity of using augmented reality technologies in the formation of professional foreign language competence of chemistry students of non-linguistic universities with the use of the methods of modeling of educational material, complementing it with visual and audio sequences, and developing students’ skills of multifaceted projecting of situational reality. The goal of the study was to prove that, within the innovative educational augmented reality platform, the efficiency of the process of forming of the students’ professional foreign language competence significantly increases. As part of the experimental work based on complex methods of research, such as: general theoretical methods (analysis, comparison, matching, generalization of the pedagogical, methodological, psychological, special literature, the implementation of the introduction of new augmented reality technologies); logical and comparative analytical methods (study of the accumulated the Russian and foreign experience in implementing of augmented reality technologies); empirical methods (survey, pedagogical experiment, observation, study and generalization of the advanced pedagogical experience, diagnostics, surveys, interviews, testing), – the effectiveness of using augmented reality technology during the formation of chemistry students’ professional foreign language competence is proved: students’ progress and understanding of the material improves, professional foreign language competence forms faster, the level of motivation increases, the degree of involvement in the learning process and interest in the subject increases, the level of communication between students grows.

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Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education

Cited by 85 publications

References 41 publications

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Open Praxis vol. 12 issue 2

Augmented reality technology in the foreign language classroom in a non-linguistic university

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