Investigating the Effects of Augmented Reality and Interactive Technologies on Learning and Engagement in Preschool Education
Date of Award
5-5-2024
Degree Name
M.S.E in Childhood Education
Department
School of Education and Health Sciences. Department of Teacher Education
Advisor/Chair
Shauna Adams
Abstract
In this qualitative study, we examined the effects of augmented reality (AR) and physical-digital interaction in educational applications on preschoolers' engagement, skill development, and collaborative learning in the classroom. Drawing on Creswell's (2018) systematic method, the research design included immersive participant observation and semi-structured interviews to document the lived experiences of young learners using the Osmo Genius Kit. The study, conducted across three varied preschool classrooms affiliated with a Midwestern university, included a representative sample of children aged 3 to 5 years, allowing for a thorough examination of AR's complex influence in early childhood education. This methodology allows us to address the research questions and gain a thorough grasp of how AR technology can be used to improve education in preschool settings.
Keywords
Augmented Reality (AR) Classroom Preschool Technology Educational Applications STEAM Physical-Digital
Rights Statement
Copyright 2024, author
Recommended Citation
Alnfisah, Moneera, "Investigating the Effects of Augmented Reality and Interactive Technologies on Learning and Engagement in Preschool Education" (2024). Graduate Theses and Dissertations. 7564.
https://ecommons.udayton.edu/graduate_theses/7564
