Learning English in Early Childhood Education with Augmented Reality: Design, Production, and Evaluation of the “Wordtastic Kids” App

Abstract

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively.

Creation of Cultural Local Wisdom-Based Picture-Science Stories Application for the Introduction of Scientific Literacy for Early Childhood

“…After testing was carried out on child respondents aged 3-8 years, it was found that the presentation data of children with increased motivation was 78.33. The game application created for learning to count uses pictures of animals, as studied by [12], and the development of mobile augmented reality educational games can help young children learn to read, write, and count.…”

Kemampuan Bahasa Inggris Awal pada Periode Linguistik Anak Usia Dini

“…Selanjutnya bermain akan berdampak positif apabila permainan yang dimainkan memang sesuai untuk anak, bersifat edukatif, sesuai aturan dan ada orang dewasa (pendidik atau orang tua) yang mengawasi, membimbing, mengarahkan dan tentunya faham makna bermain bagi anak usia dini seperti memahami teori bermain, manfaat, fungsi serta macam-macam permainan yang sesuai untuk anak (Yuliantin, 2019). Sebagaimana (Mamani-Calapuja et al, 2023) menjelaskan various activities such as crafting, solving exercises, and other interactive tasks are employed to facilitate language learning. To manage distress among children, they must develop skills set to enhance their growth; some of the skills needed are mostly found in games (Gutierrez et al, 2022).…”