The Use of Augmented Reality for Solving Arithmetic Problems for Preschool Children

Abstract

Preschool children are required to acquire problem-solving ability and related time and sequence concepts to solve mathematical story problems. The maturation and pervasion of disruptive technologies, such as augmented reality (AR), may help preschool children to better acquire this knowledge and skills. However, it is still unknown how preschoolers would make use of AR as a learning tool for tackling arithmetic story problems with the involvement of the concepts of time and sequence. Consequently, the present study attempted to employ direct observation and interview methods to compare and gain insights into young children's learning behaviors under traditional 2D pictorial and AR contexts. In line with the early development trajectories of a normal child aged 4-6 years old, a series of planned arithmetic problems which primarily comprised seriation (e.g. first, second, third) and scheduling (e.g. arriving, leaving) concepts were structured in scenario-based stories and designed specifically for preschool children. The findings of the current study reveal that AR intervention may well develop the problem-solving and independent mathematical thinking ability for preschool children by encouraging them to consider all information involved in the story problems, rather than simply guessing the answer from a 2D pictorial mode. Finally, based on the fact that the majority of preschool children still rely on a concrete counting method, the recommendation is to integrate AR technology into the traditional pictorial scenarios for the purpose of supporting the development of children's ability to solve arithmetic story problems.

Augmented reality for preschool children: An experience with educational contents

“…It is stated that preschool children have potential groups to explore their AR use in the future (Bacca et al., 2014). The power of augmented reality to meet the need for educational technology to be interactive and attractive for preschool children (Aladin et al., 2020) has attracted the attention of researchers to preschool children in recent years (Gecu‐Parmaksiz & Delialioğlu, 2020; Mowafi & Abumuhfouz, 2021; Pan et al., 2021; Preka & Rangoussi, 2019; Redondo et al., 2020; Stotz & Columba, 2018; Yilmaz et al., 2017; Zhou et al., 2020). However, little is known about the contribution of AR technology to teaching practice and learning outcomes in preschool years (Madanipour & Cohrssen, 2020).…”