Augmented Reality in Education: A Study on Preschool Children, Parents, and Teachers in Bangladesh

Abrar, Mohammad; Islam, Md. Rakibul; Hossain, Md. Sabir; Islam, Mohammad Mainul; Kabir, Muhammad Ashad

doi:10.1007/978-3-030-21565-1_14

Cited by 14 publications

(16 citation statements)

References 11 publications

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“…In addition, the above findings are consistent with the research findings of [24] who found children were willing to take turns in sharing an AR application with one another. Likewise, the same consistency was observed in [40] finding that showed children willingly interacted with one another in completing an AR task on their iPads [50].…”

Section: Interaction Designsupporting

confidence: 72%

“…In their study, children imitated various movements of a virtual airplane that helped improve their imagination, motivation, positive feelings, and motivation in learning [53]. Similar improvements were observed in a recent study by [40] who found Bangladeshi children were eagerly excited in exploring hidden objects in an AR book. Likewise, [39] observed that children were highly excited and motivated in learning when the latter felt like talking to a robot when an AR application responded verbally to their responses.…”

Section: Imagination Designsupporting

confidence: 61%

“…For example, studies carried out by [37][38][39] involved AR applications containing contents based on the preschool book activity. Likewise, other studies conducted by [24,[40][41][42][43][44][45][46][47][48] involved AR applications containing contents based on specific topics of the preschool syllabus. On the other hand, several researchers, such as [49][50][51] only used available AR applications for young children available on the Internet in their studies.…”

Section: Information Designmentioning

confidence: 99%

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A Systematic Review of the Design of Augmented Reality Applications for Young Children

Masmuzidin¹,

Aziz²,

Suhaimi³

2022

Int. J. Interact. Mob. Technol.

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Of late, Augmented Reality (AR) has become one of the important tools in teaching and learning, which is made evident by an increasing number of studies focusing on such technology over the past few years. However, studies focusing on the design of AR learning tools or applications for young children have been seriously lacking. Therefore, this paper provides a detailed account of the findings of a study carried out by the authors in which the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) method was used to select and critically review related articles from two leading databases, namely Scopus and Web of Science (WoS) databases. Overall, 16 articles relating to the design and development of AR learning applications were selected from such databases, which revealed five themes and nine subthemes as follows: (1) information design (with three sub-themes), (2) interface design (with one subtheme), (3) interaction design (with two subthemes), (4) imagination (with two subthemes), and (5) immersion (with one subtheme). As such, all five themes relating to the design aspects of AR learning applications need to be carefully addressed and considered in developing efficacious AR learning applications for young children. In summation, the findings of this study based on the systematic review of the current AR literature can be used as a guideline for developers of AR learning applications to ensure their products can be both efficacious and entertaining, the impact of which can surely improve children’s learning performance, motivation, and interest.

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Section: Interaction Designsupporting

confidence: 72%

Section: Imagination Designsupporting

confidence: 61%

Section: Information Designmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of the Design of Augmented Reality Applications for Young Children

Masmuzidin¹,

Aziz²,

Suhaimi³

2022

Int. J. Interact. Mob. Technol.

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“…Furthermore, Garzón and Acevedo (2019) assess the difference between the use of AR and other pedagogical tools and discover that learners are better at exploring and understanding the concepts when AR is adopted and implemented as the medium of delivery. Several studies corroborate this notion (Abrar et al, 2019;Garzón & Acevedo, 2019;Tekedere & Göker, 2016), while one claiming that AR helps educators to deliver the contents more efficiently in terms of physical, cognitive, and contextual views, enabling students to comprehend the abstract concepts betted (Bujak et al, 2013). Addition to the point above, Hiranyachattada and Kusirirat (2020) also proven that mobile AR effectively applied as a teaching tool for demonstrating the 3D rendering work concept to the students in a university in Thailand.…”

Section: Literature Reviewmentioning

confidence: 89%

Augmented Reality (AR) as an Enhancement Teaching Tool: Are Educators Ready for It?

Wei

Kuah

et al. 2021

CONT ED TECHNOLOGY

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“…One can learn effectively through the seamless interaction between the real and virtual environments. The ability to change the position and orientation of the virtual object means this technology can create enhanced contemporary educational environments and enriched learning opportunities for students [7,8]. The visualization and realization of any learning topic become more enjoyable using this technology [9].…”

Section: Introductionmentioning

confidence: 99%

Learn2Write: Augmented Reality and Machine Learning-Based Mobile App to Learn Writing

et al. 2021

Self Cite

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Augmented reality (AR) has been widely used in education, particularly for child education. This paper presents the design and implementation of a novel mobile app, Learn2Write, using machine learning techniques and augmented reality to teach alphabet writing. The app has two main features: (i) guided learning to teach users how to write the alphabet and (ii) on-screen and AR-based handwriting testing using machine learning. A learner needs to write on the mobile screen in on-screen testing, whereas AR-based testing allows one to evaluate writing on paper or a board in a real world environment. We implement a novel approach to use machine learning for AR-based testing to detect an alphabet written on a board or paper. It detects the handwritten alphabet using our developed machine learning model. After that, a 3D model of that alphabet appears on the screen with its pronunciation/sound. The key benefit of our approach is that it allows the learner to use a handwritten alphabet. As we have used marker-less augmented reality, it does not require a static image as a marker. The app was built with ARCore SDK for Unity. We further evaluated and quantified the performance of our app on multiple devices.

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Augmented Reality in Education: A Study on Preschool Children, Parents, and Teachers in Bangladesh

Cited by 14 publications

References 11 publications

A Systematic Review of the Design of Augmented Reality Applications for Young Children

A Systematic Review of the Design of Augmented Reality Applications for Young Children

Augmented Reality (AR) as an Enhancement Teaching Tool: Are Educators Ready for It?

Learn2Write: Augmented Reality and Machine Learning-Based Mobile App to Learn Writing

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