The Effect of Augmented Reality Activities on Improving Preschool Children's Spatial Skills

Autor/inn/en	Gecu-Parmaksiz, Zeynep; Delialioglu, Ömer
Titel	The Effect of Augmented Reality Activities on Improving Preschool Children's Spatial Skills
Quelle	In: Interactive Learning Environments, 28 (2020) 7, S.876-889 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gecu-Parmaksiz, Zeynep) ORCID (Delialioglu, Ömer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1546747
Schlagwörter	Computer Simulation; Learning Activities; Preschool Children; Spatial Ability; Geometric Concepts; Foreign Countries; Early Childhood Education; Manipulative Materials; Pretests Posttests; Handheld Devices; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Lernaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Räumliches Vorstellungsvermögen; Elementare Geometrie; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hilfsmittel
Abstract	This study compares the effect of Augmented Reality (AR) based virtual manipulatives to physical manipulatives for teaching geometric shapes to preschool children to improve their spatial skills. A quasi-experimental research design was utilized in order to answer the research questions. The context of the research was a public primary school in Turkey with 72 preschool children, ages ranging from five to six. As the treatment, while the experimental group used tablet computers with AR applications, the control group used physical manipulatives for performing similar activities over a four-week application. Two spatial ability tests were conducted as pre-test and post-test. The results showed a statistically significant difference in the preschool children's spatial ability test scores in favor of the experimental group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01