The Usage of Books Containing Augmented Reality Technology in Preschool Education

Kelpšienė, Monika

doi:10.15823/p.2020.138.9

Cited by 14 publications

(8 citation statements)

References 7 publications

(8 reference statements)

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“…Children's interactions with content material, peer‐to‐peer interaction, child‐teacher interaction and real‐time feedback provided by AR make it easier for children to focus (Madanipour & Cohrssen, 2020). It is stated that the books with augmented reality technology prepared for preschool children are perfectly suitable for developing the skills of knowing the environment, exploring, perceiving, expressing emotions and artistic expression, as a result, vocabulary improves as well as attention skills (Kelpšienė, 2020). AR offers 3D learning content compared to traditional 2D applications and enables 3D objects to be visualized from different perspectives.…”

Section: Discussionmentioning

confidence: 99%

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Augmented reality for preschool children: An experience with educational contents

Aydoğdu

2021

Brit J Educational Tech

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This study was conducted to test the effect of the augmented reality‐based program on the motivation, attention and conceptual skills of preschool children. The research was conducted according to the pretest‐posttest control group quasi‐experimental design: 13 participants (6 girls, 7 boys) in the experimental group and 13 (5 girls, 8 boys) in the control group, a total of 26 children (4–5 age group) were included in the study. While the children in the experimental group participated in the applications prepared with augmented reality, the children in the control group were practised upon with the traditional teaching method. In the research, measurement tools were applied to the working groups (experiment‐control) both before and after the application. As a result, it was determined that the motivation, attention and concept skills of the children in the experimental group increased significantly compared to the children in the control group. The results show that augmented reality applications can be used in learning activities in preschool education. What is already known about this topic Augmented reality applications can be adapted for preschool children. Augmented reality applications are new in pre‐school education. Augmented reality applications are interesting for preschool children. What this paper adds Augmented reality applications improve the motivational skills of preschool children. Augmented reality applications improve the attention skills of preschool children. Augmented reality applications improve the concept skills of preschool children. Implications for practice and/or policy Technology‐based classroom environments should be created in pre‐school education institutions. Augmented reality applications in pre‐school education should be expanded in line with the gains. Teachers should receive training on augmented reality applications.

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Section: Discussionmentioning

confidence: 99%

“…It helps students acquire, process and recall information easily. Moreover, applications with augmented reality technology improve the skills of knowing, exploring, perceiving and expressing emotions and artistic expression of the environment (Kelpšienė, 2020). Thus, it can make learning more effective, fast and fun (Roopa et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

Augmented reality for preschool children: An experience with educational contents

Aydoğdu

2021

Brit J Educational Tech

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“…Selain itu, media augmented reality membantu menciptakan lingkungan belajar yang efektif dengan menyediakan konteks yang lebih kaya interaksi melalui suara, gambar, tulisan dan animasi, perpaduan ini meningkatkan perhatian dan konsentrasi anak menjadi lebih baik (Aydoğdu, 2022). Dalam penelitian (Kelpšienė, 2020), penggunaan media augmented reality sangat cocok digunakan untuk anak usia dini karena mendukung keterampilan mengenal, mengekplorasi dan mengamati lingkungannya.…”

Section: A Pendahuluanunclassified

Designing Augmented Reality-Based Learning Media for Facilitating Early Childhood's Naturalistic Intelligence

Rahman,

Mulyana

2024

JTIKBorneo

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In facilitating naturalist intelligence, teachers often have difficulty presenting real objects in the classroom. Referring to the function of media in learning to overcome sensory limitations, space limitations and time limitations, media representations can illustrate abstract information so that it is clearer and more concrete. One of them is by using augmented reality-based media to present a 3D object in a real environment in real time. This study aims to develop learning media based on augmented reality to facilitate early childhood naturalist intelligence. The study used the EDR (Educational Design Research) method with research procedures adapted from the McKenney and Reeves model. Data analysis was performed using qualitative and quantitative analysis techniques. The findings from this study indicate that the developed augmented reality media meets the criteria with an eligibility percentage of 88,5 % for the material validator and 98% for the media validator. Based on these results, it can be concluded that this media is very feasible to be used as a means to facilitate the development of naturalist intelligence in early childhood

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“…From the perspective of social semiotic analysis, Zdanevych et al not only analyzed the role of multimodal symbols such as images, sounds, and colors in discourse but also studied the relationship between modality and media, proposing that media refers to the material resources used in the production of symbolic products and events [11]. Kelpšienė uses multimodal learning theory as a guide to explore the vocabulary learning mode in mobile language learning using WeChat as a platform compared with the traditional paper-based media, in which the former can more fully engage learners' visual and auditory senses and increase the vividness of vocabulary learning [12]. Taking students' English learning as the entry point, Zheng et al analyzed the data mining training technique for English majors based on the Apriori algorithm, using the algorithm to realize deep mining of English learning data, to discover the study habits closely related to poor English learning performance, the influence of students' revision on students' performance, etc.…”

Section: Related Workmentioning

confidence: 99%

Construction and Application of a Human-Computer Collaborative Multimodal Practice Teaching Model for Preschool Education

Tuo¹,

Baoxin

2022

Computational Intelligence and Neuroscience

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This paper adopts the multimodal approach of human-computer collaboration to conduct an in-depth study and analysis of the practical teaching model of preschool education, and applies the designed model to the actual teaching process. The application of multimodal theory to preschool teaching is chosen to theoretically help expand the research scope of multimodal theory and enrich the research of preschool teaching, and practically help break through the previous single-modal teaching model, further enrich the theoretical guidance of preschool teaching, and improve the quality of preschool classroom teaching. Then, from the perspective of human-machine synergy, this paper analyzes the advantages of artificial intelligence technology and teachers in the English classroom, puts forward the new roles of teachers and learners in the human-computer cooperation teaching environment, and discusses the significance and value of applying the four main modules of human-computer cooperation teaching, human-computer gesture mapping and human-computer cooperation manipulator control in the preschool classroom. According to the physical structure of hand joints, the human hand joint angles are obtained through the inverse kinematic solution, and the human hand joint angles correspond to the dexterous manipulator one by one so that the dexterous manipulator can be controlled to imitate the human hand to complete flexible gesture movements and realize the vision-based collaborative human-machine control of the dexterous manipulator. Combined with Gagne’s nine teaching events, a model of the English teaching process based on human-computer collaboration was constructed. Based on this model, the “EasyDotWise English Teaching System” was designed to combine the basic lesson types of preschool classroom teaching and the secondary objectives of the English curriculum standards, including “reading text–reading aloud evaluation,” “playing speech–sound recognition,” and “presenting text–selection.” We designed and implemented three types of teaching activities: “reading text–reading aloud assessment,” “playing phonetic sounds–sound identification,” and “presenting text–comprehension selection.”

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The Usage of Books Containing Augmented Reality Technology in Preschool Education

Cited by 14 publications

References 7 publications

Augmented reality for preschool children: An experience with educational contents

Augmented reality for preschool children: An experience with educational contents

Designing Augmented Reality-Based Learning Media for Facilitating Early Childhood's Naturalistic Intelligence

Construction and Application of a Human-Computer Collaborative Multimodal Practice Teaching Model for Preschool Education

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