The Effectiveness of Using Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children: A Case Study in the State of Kuwait

Abstract

This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The study compared two groups: (a) experimental, taught using AR apps, and (b) control, taught using traditional face-to-face methods. A total of 42 (i.e., 21 in the experimental group and 21 in the control group) preschoolers enrolled in the public educational system participated in this study in the second semester of the 2015-2016 academic year. The findings of this research are coherent and consistent with the results of other studies conducted over the past 5 years as well as with the postulated hypotheses. The results revealed the following: (1) there were statistically significant differences between the control group (traditional group) and the experimental group (AR group) in their degrees of interaction with the English alphabet lesson in favor of the experimental group; (2) there were statistically significant differences between the control group and the experimental group in their scores on the English alphabet test in favor of the experimental group; and (3) there was a very strong linear relationship/correlation between the children's interaction with the English alphabet lesson and their scores on the English alphabet test in the AR group. The study concludes with relevant proposals and recommendations regarding the implementation of AR technology in education and suggests undertaking further studies on this interesting topic.

Integrating Augmented Reality (AR) In EFL Class For Teaching Vocabulary

“…Mobile Augmented Reality (MAR) based on Doswell et al (2006) is a term used when equipment through which we achieve AR is small in size and typically easy to carry a smartphone or a tablet. The result of those previous studies are also relevant with the studies conducted by Bedder (2012), Marc C et al (2016, Diegmann et al (2011), and Saffar et al (2016), in which the result of their study showed that AR was effective to improve students' vocabulary mastery.…”

Augmented Reality Trends in Education between 2016 and 2017 Years

“…Besides, AR picture books were attractive for children and they perceived them as magical and enjoyable. Secondly, Safar et al [42] investigated effectiveness of using AR for teaching English alphabet lesson with flash cards to kindergarten children. A mobile application was developed for using flash cards.…”

The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework

“…A wide range of studies have been conducted on integrating AR into the learning of diverse curricular areas, such as science Kamarainen et al, 2013), language learning Moralishvili & Akaki, 2014;Solak & Cakir, 2015), architecture (Megahed, 2014), ICT (Sampaio & Almeida, 2016), chemistry (Prokopenko, 2017), mathematics and geometry (Bujak et al, 2013;Sommerauer & Müller, 2014), and geography (Chen & Wang, 2015;Hsiao et al, 2016). Various research studies have also been conducted at different educational levels: early childhood education (Cascales, Pérez-López, & Contero, 2013;Safar, 2017;Yilmaz, 2016), primary schools (Alkhattabi, 2017), secondary schools ( Bressler & Bodzin, 2013;, and university level and higher education (Rodríguez, 2013). This diverse literature reveals the recent increasing interest by various researchers to examine the effectiveness and potential affordances of AR in leveraging the teaching and learning quality in meaningful, successful educational contexts.…”

“…This process of augmenting the learning context together with the collaborative, multi-user learning environment allows for vivid interactions and boosted communications among students. Using a combination of multimedia and animation elements appeal students' minds more than merely use of text and images in traditional study books (Diegmann, Schmidt-kraepelin, Eynden, & Basten, 2015;Safar, 2017;Shirazi & Behzadan, 2013). Since the biggest motive of teachers is to capture the attention of learners throughout the learning session in appealing and engaging context, students often describe their AR-based learning as highly interesting and interactive.…”

“…Although such key function can be achieved by other technologies, AR excels in constituting clear representations of spatial concepts and providing a contextualised connection between virtual components and real-life scene. Additionally, AR permits learners to obtain increased level of cognitive perception in a cognitive overload risk-free learning setting which avoids students from getting exposed to excessive information or low spatial abilities (Cheng, 2017;Safar, 2017;Slijepcevic, 2013). The idea of mixing both pictorial and tactile spatial knowledge offered by AR results in higher levels of interaction, manipulation and more rapid, accurate perception.…”