The Future of Interaction: Augmented Reality, Holography and Artificial Intelligence in Early Childhood Science Education

Li, Xinyue; Taber, Keith S.

doi:10.1007/978-981-19-0568-1_18

Cited by 5 publications

(2 citation statements)

References 61 publications

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“…Educators who have practical experience using AI tools in ECE settings demonstrate a higher level of familiarity, having integrated AI technologies into their instructional practices. Educators who engage in continuous professional development focused on AI in ECE exhibit enhanced understanding, actively seeking opportunities to update their knowledge and skills (Li & Taber, 2022). Enhancing educators' familiarity with AI in ECE is crucial for successful implementation.…”

Section: Educators' Familiarity With Artificial Intelligence In Ecementioning

confidence: 99%

Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability

Mohammed

2023

Am. J. Educ. Technol.

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Artificial Intelligence (AI) has witnessed significant advancements in recent years, with potential applications in various sectors, including education. Early childhood education (ECE) is a critical stage that lays the foundation for a child’s future development and learning. This study aims to explore the attitudes and perceptions of educators in Ghana towards implementing AI in ECE settings, focusing on its long-term viability. The research employs a qualitative approach, utilising interviews and focus group discussions to gather data from educators in selected ECE settings across four (4) early childhood settings in Ghana. The study investigates eight (8) educators’ experiences, concerns, and expectations regarding integrating AI technologies into their teaching practices. It explores the factors influencing their attitudes towards AI, including familiarity with the technology, pedagogical beliefs, cultural context, and training opportunities. Preliminary findings indicate a diverse range of perspectives among educators towards AI implementation in ECE settings. Some educators perceive AI as promising for enhancing teaching and learning experiences, providing personalised instruction, and facilitating early childhood development. They recognise the potential benefits of AI in supporting cognitive, social, and emotional growth among young learners. Concerns are expressed regarding the implications of AI on human interaction, child privacy, and the role of educators in fostering holistic development. This study contributes to the emerging field of AI in education by examining the context of ECE in Ghana. The findings informed policymakers, educational institutions, and AI developers about the perceptions and concerns of educators, ultimately guiding the development and implementation of AI technologies in a manner that aligns with the needs and aspirations of the Ghanaian ECE community.

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Section: Educators' Familiarity With Artificial Intelligence In Ecementioning

confidence: 99%

Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability

Mohammed

2023

Am. J. Educ. Technol.

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“…Scaffolding understands how to use learning and teaching tools such as computerized learning platforms and learning techniques to adapt to different learning contexts. Li and Taber [13] stated that Vygotsky's theory introduced social constructivism, which consists of two things, namely studying social interaction and the zone of proximal development (ZPD). This scaffolding concept is in line with the opinion about ZPD.…”

Section: Introductionmentioning

confidence: 99%

Construction Errors in Students' Mathematical Problem-Solving Based on Scaffolding Analysis

Wildah,

Kamid,

Haryanto

2024

AJESS

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In mathematics learning, concept construction errors often occur when learning Systems of Linear Equations with Three Variables (SPLTV). This research aims to determine the process of students' concept construction errors, the causal factors, and how students overcome problems by providing scaffolding in SPLTV material. Data was obtained from test results and interviews with six students as research subjects. From the research results, data was received that the errors experienced by students in solving mathematical problems on SPLTV material were that the method used needed to match what was taught, made mistakes in calculations, did not make conclusions, and made mistakes at the previous stage. It was found that the factors that caused students' errors were lack of accuracy, misunderstanding of concepts, or needing to be more fixated on example questions. After being given the scaffolding stages, namely environmental provisions, explaining and reviewing, restructuring, and developing conceptual thinking, students know where their mistakes are and can correct them. Providing scaffolding can help students minimize concept construction errors when solving mathematical problems.

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Harnessing the Power of Digital Resources in Mathematics Education: The Potential of Augmented Reality and Artificial Intelligence

Li,

Zaki

2024

EAI/Springer Innovations in Communication and Computing

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The Future of Interaction: Augmented Reality, Holography and Artificial Intelligence in Early Childhood Science Education

Cited by 5 publications

References 61 publications

Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability

Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability

Construction Errors in Students' Mathematical Problem-Solving Based on Scaffolding Analysis

Harnessing the Power of Digital Resources in Mathematics Education: The Potential of Augmented Reality and Artificial Intelligence

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