Introducing Augmented Reality in Early Childhood Literacy Learning

Autor/inn/en	Pan, Zilong; López, Mary Frances; Li, Chenglu; Liu, Min
Titel	Introducing Augmented Reality in Early Childhood Literacy Learning
Quelle	In: Research in Learning Technology, 29 (2021), (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pan, Zilong) ORCID (López, Mary Frances) ORCID (Li, Chenglu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Computer Simulation; Educational Technology; Technology Uses in Education; Preschool Education; Teaching Methods; Literacy Education; Program Effectiveness; Student Motivation; Naming; Animation; Handheld Devices; Telecommunications; Picture Books; Reading Skills; Skill Development; Alphabets + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Telekommunikationstechnik; Picture book; Bilderbuch; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Buchstabenschrift
Abstract	Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR into early childhood contexts are underrepresented and especially scant in the literacy domain. Aiming to measure the impact of AR on early childhood learning and motivation in the literacy domain, this study brought an application into six pre-kindergarten classrooms by introducing three experimental classrooms to an AR centre while others engaged with a two-dimensional (2D) version of the same material. Bayesian analysis revealed that rapid letter naming rates grew for all children involved in the study. It increased by 6.28% among children in the experimental AR group and 3.35% in the control 2D group. Growth in rates of motivation was similar among experimental (11.5%) and control (10.9%) groups. These findings suggest that three-dimensional images of letters might help with rapid letter naming skills, and animations available in both versions may be the reason of increases in motivation. Teacher interviews presented positive views towards AR, and instructional implications were provided by teachers for incorporating the technology into early childhood classrooms. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01