The Use of Augmented Reality-Supported Activities in Environmental Education for Early Childhood: A Quasi-Experimental Study
Abstract
1. Introduction
1.1. Literature Review
Environmental Education and Technology in Early Childhood
1.2. Augmented Reality Studies in Early Childhood Education
1.3. Current Study
2. Materials and Methods
2.1. Participants
2.2. Augmented Reality Content and Application
2.3. Life Cycle Test
- What factors assist in the pollination of a plant?
- Which consumers make up the food chain?
- What are the primary stages of the water life cycle?
2.4. Procedures
2.5. Data Analysis
3. Results
4. Discussion
5. Conclusions and Recommendations
6. Limitations
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Monroe, M.C.; Plate, R.R.; Oxarart, A.; Bowers, A.; Chaves, W.A. Identifying effective climate change education strategies: A systematic review of the research. Environ. Educ. Res. 2019, 25, 791–812. [Google Scholar] [CrossRef]
- UNESCO. The Tbilisi Declaration: Final Report: Intergovernmental Conference on Environmental Education; UNESCO: Paris, France, 1978. [Google Scholar]
- Wilson, R. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments, 2nd ed.; Routledge: London, UK, 2012. [Google Scholar]
- Güler Yıldız, T.; Öztürk, N.; İlhan İyi, T.; Aşkar, N.; Banko Bal, Ç.; Karabekmez, S.; Höl, Ş. Education for sustainability in early childhood education: A systematic review. Environ. Educ. Res. 2021, 27, 796–820. [Google Scholar] [CrossRef]
- Otterborn, A.; Sundberg, B.; Schönborn, K. The impact of digital and analog approaches on a multidimensional preschool science education. Res. Sci. Educ. 2024, 54, 185–203. [Google Scholar] [CrossRef]
- Borokhovski, E.; Bernard, R.M.; Tamim, R.M.; Schmid, R.F.; Sokolovskaya, A. Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments. Comput. Educ. 2016, 96, 15–28. [Google Scholar] [CrossRef]
- Tondeur, J.; Van Braak, J.; Valcke, M. Towards a typology of computer use in primary education. J. Comput. Assist. Learn. 2007, 23, 197–206. [Google Scholar] [CrossRef]
- Abdoli-Sejzi, A. Augmented Reality and Virtual Learning Environment. J. Appl. Sci. Res. 2015, 11, 1–5. [Google Scholar]
- Hwang, G.J.; Wu, P.H.; Chen, C.C.; Tu, N.T. Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations. Interact. Learn. Environ. 2015, 24, 1895–1906. [Google Scholar] [CrossRef]
- Küçük, S.; Kapakin, S.; Göktaş, Y. Tıp fakültesi öğrencilerinin mobil artırılmış gerçeklikle anatomi öğrenimine yönelik görüşleri. Yükseköğretim Ve Bilim Derg. 2015, 5, 316–323. [Google Scholar] [CrossRef]
- Wojciechowski, R.; Cellary, W. Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Comput. Educ. 2013, 68, 570–585. [Google Scholar] [CrossRef]
- Kewalramani, S.; Veresov, N. Multimodal creative inquiry: Theorising a new approach for children’s science meaning-making in early childhood education. Res. Sci. Educ. 2022, 52, 927–947. [Google Scholar] [CrossRef]
- Rhoades, M. “Little pig, little pig, let me come in!” Animating the three little pigs with pre-schoolers. Early Child. Educ. J. 2016, 44, 595–603. [Google Scholar] [CrossRef]
- Somyurek, S. Attracting Z generation’s attention in learning process: Augmented reality. Educ. Technol. Theory Implement. 2014, 4, 63–80. [Google Scholar]
- Kamarainen, A.M.; Thompson, M.; Metcalf, S.J.; Grotzer, T.A.; Tutwiler, M.S.; Dede, C. Prompting connections between content and context: Blending immersive virtual environments and augmented reality for environmental science learning. In Immersive Learning Research Network: 4th International Conference, iLRN 2018, Missoula, MT, USA, June 24–29, 2018, Proceedings 4; Springer International Publishing: Berlin/Heidelberg, Germany, 2018; pp. 36–54. [Google Scholar]
- Mei, B.; Yang, S. Nurturing environmental education at the tertiary education level in China: Can mobile augmented reality and gamification help? Sustainability 2019, 11, 4292. [Google Scholar] [CrossRef]
- Ozturk, E.; Akcay, G. Can environmental education supported by augmented reality (AR) applications improve the environmental awareness of primary school students? Eurasia Proc. Educ. Soc. Sci. 2023, 31, 216–229. [Google Scholar] [CrossRef]
- Safitri, D.; Marini, A.; Auliya, A.F.; Wardhani, P.A. Development of augmented reality-based interactive learning media to increase interest in environmental education. Eurasian J. Educ. Res. 2023, 106, 101–117. [Google Scholar] [CrossRef]
- Beier, M.; Rittmayer, A. Literature overview: Motivational factors in STEM: Interest and self-concept. Assess. Women Men Eng. 2008, 10, 1–10. [Google Scholar]
- Gough, S. Co-evolution, knowledge and education: Adding value to learners’ options. Stud. Philos. Educ. 2009, 28, 27–38. [Google Scholar] [CrossRef]
- Emanuel, R.; Adams, J.N. College students’ perceptions of campus sustainability. Int. J. Sustain. High. Educ. 2011, 12, 79–92. [Google Scholar] [CrossRef]
- Masalimova, A.R.; Krokhina, J.A.; Sokolova, N.L.; Melnik, M.V.; Kutepova, O.S.; Duran, M. Trends in environmental education: A systematic review. EURASIA J. Math. Sci. Technol. Educ. 2023, 19, em2228. [Google Scholar] [CrossRef]
- Smolyaninova, O.G.; Gruzdeva, E.A.; Smolyaninov, A.A. Online mediation in the socialization of children with disabilities: Environmental conditions in the Arctic and the north of the Krasnoyarsk territory. Educ. Self Dev. 2021, 16, 346–361. [Google Scholar] [CrossRef]
- Sorakin, Y.; Akarturk, H.; Oznacar, B.; Prokopyev, A.I.; Burkhanova, I.Y.; Musin, O.A.; Shaleeva, E.F.; Krivonozhkina, E.G. Educational reflections on the coronavirus pandemic in three different countries. Eurasia J. Math. Sci. Technol. Educ. 2022, 18, em2180. [Google Scholar] [CrossRef]
- Oschepkov, A.A.; Kidinov, A.V.; Babieva, N.S.; Vrublevskiy, A.S.; Egorova, E.V.; Zhdanov, S.P. STEM technology-based model helps create an educational environment for developing students’ technical and creative thinking. EURASIA J. Math. Sci. Technol. Educ. 2022, 18, em2110. [Google Scholar] [CrossRef] [PubMed]
- Qarkaxhja, Y.; Kryukova, N.I.; Cherezova, Y.A.; Rozhnov, S.N.; Khairullina, E.R.; Bayanova, A.R. Digital transformation in education: Teacher candidate views on mobile learning. Int. J. Emerg. Technol. Learn. 2021, 16, 81–93. [Google Scholar] [CrossRef]
- Cheng, Y.; Lou, S.; Kuo, S.; Shih, R. Investigating elementary school students’ technology acceptance by applying digital game-based learning to environmental education. Australas. J. Educ. Technol. 2013, 29, 96–110. [Google Scholar] [CrossRef]
- Zapf, M. Social Work and the Environment: Understanding People and Place. Crit. Soc. Work 2010, 11, 3. [Google Scholar]
- Surjanti, J.; Nugrohoseno, D.; Musfidah, H. The implementation of interest-based entrepreneurship curriculum in the theory of economics course. Consort. Asia-Pac. Educ. Univ. 2018, 296, 012012. [Google Scholar] [CrossRef]
- Abe, O. Naze Kankyou Kyouiku Wo Manabunoka. In Kankyou Kyouiku; Shuppan, K., Ed.; The Japanese Society for Environmental Education: Tokyo, Japan, 2012; pp. 1–10. [Google Scholar]
- Phenice, L.A.; Griffore, R.J. Young children and the natural world. Contemp. Issues Early Child. 2003, 4, 167–171. [Google Scholar] [CrossRef]
- Copple, C.; Bredekamp, S. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, 3rd ed.; National Association for the Education of Young Children: Washington, DC, USA, 2009. [Google Scholar]
- North American Association for Environmental Education. Early Childhood Environmental Education Programs: Guidelines for Excellence; North American Association for Environmental Education: Washington, DC, USA, 2016. [Google Scholar]
- Samuelsson, I.; Kaga, Y. The Contribution of Early Childhood Education to a Sustainable Society. UNESCO. 2008. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000159355 (accessed on 16 June 2024).
- Wilson, R.A. Environmental education programs for preschool children. J. Environ. Educ. 1996, 27, 28–33. [Google Scholar] [CrossRef]
- Myers, O.E.; Saunders, C.D.; Garrett, E. What do children think animals need? Developmental trends. Environ. Educ. Res. 2004, 10, 545–562. [Google Scholar] [CrossRef]
- Özkan, K.E. Sürdürülebilir kalkınma bağlamında çevre sorunlarının önemi: Türkiye ve AB karşılaştırması. Master’s Thesis, Bilecik Şeyh Edebali Üniversitesi, Bilecik, Türkiye, 2017. [Google Scholar]
- Hedefalk, M.; Almqvist, J.; Östman, L. Education for sustainable development in early childhood education: A review of the research literature. Environ. Educ. Res. 2015, 21, 975–990. [Google Scholar] [CrossRef]
- Gözüm, A.İ.C.; Kandır, A. Digital games pre-schoolers play: Parental mediation and examination of educational content. Educ. Inf. Technol. 2021, 26, 3293–3326. [Google Scholar] [CrossRef]
- Edwards, S.; Straker, L.; Oakey, H. Statement on Young Children and Digital Technology. Available online: https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2018/10/Digital-policy-statement.pdf (accessed on 14 June 2024).
- Gözüm, A.İ.C. Digital games for STEM in early childhood education: Active co-playing parental mediation and educational content examination. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning; Springer Nature: Singapore, 2022; pp. 489–523. [Google Scholar] [CrossRef]
- Gözüm, A.İ.C.; Kandır, A. Developing a parental mediation scale of digital games for children. Int. J. Curric. Instr. 2020, 12, 336–358. Available online: https://ijci.globets.org/index.php/IJCI/article/view/420 (accessed on 16 June 2024).
- Kress, G.R. Literacy in the New Media Age; Psychology Press: London, UK, 2003. [Google Scholar]
- Yelland, N.J. A pedagogy of multiliteracies: Young children and multimodal learning with tablets. Br. J. Educ. Technol. 2018, 49, 847–858. [Google Scholar] [CrossRef]
- Areljung, S.; Sundberg, B. Potential for multi-dimensional teaching for ‘emergent scientific literacy’ in pre-school practice. J. Emergent Sci. 2018, 15, 20–27. [Google Scholar]
- Siry, C. Towards multidimensional approaches to early childhood science education. Cult. Stud. Sci. Educ. 2014, 9, 297–304. [Google Scholar] [CrossRef]
- Kalogiannakis, M.; Ampartzaki, M.; Papadakis, S.; Skaraki, E. Teaching natural science concepts to young children with mobile devices and hands-on activities. A case study. Int. J. Teach. Case Stud. 2018, 9, 171–183. [Google Scholar] [CrossRef]
- Sezgin, S.; Bozkurt, A.; Yılmaz, E.A.; Van der Linden, N. Gamification, education and theoretical approaches: Motivation, engagement and sustainability in learning processes. Mehmet Akif Ersoy Univ. Educ. Fac. J. 2020, 45, 169–189. [Google Scholar] [CrossRef]
- Ducasse, J. Augmented reality for outdoor environmental education. In Augmented Reality in Education; Geroimenko, V., Ed.; Springer: Cham, Switzerland, 2020; pp. 329–352. [Google Scholar]
- Kabadayı, A.; Altınsoy, F. Traditional and technological methods for raising pre-school children’s awareness of environmental pollution for sustainability. Discourse Commun. Sustain. Educ. 2018, 9, 134–144. [Google Scholar] [CrossRef]
- Fokides, E.; Zachristou, D. Teaching natural sciences to kindergarten students using tablets: Results from a pilot project. In Mobile Learning Applications in Early Childhood Education; IGI Global: Hershey, PA, USA, 2020; pp. 40–60. [Google Scholar] [CrossRef]
- Fauville, G.; Hodin, J.; Dupont, S.; Miller, P.; Haws, J.; Thorndyke, M.; Epel, D. Virtual Ocean Acidification Laboratory as an Efficient Educational Tool to Address Climate Change Issues; Springer: Berlin/Heidelberg, Germany, 2011. [Google Scholar]
- Huang, T.C.; Chen, C.C.; Chou, Y.W. Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Comput. Educ. 2016, 96, 72–82. [Google Scholar] [CrossRef]
- Wang, K.; Tekler, Z.D.; Cheah, L.; Herremans, D.; Blessing, L. Evaluating the effectiveness of an augmented reality game promoting environmental action. Sustainability 2021, 13, 13912. [Google Scholar] [CrossRef]
- Huh, J.R.; Park, I.J.; Sunwoo, Y.; Choi, H.J.; Bhang, K.J. Augmented reality (AR)-based intervention to enhance awareness of fine dust in sustainable environments. Sustainability 2020, 12, 9874. [Google Scholar] [CrossRef]
- Pearson, E.; Dorrian, J.; Litchfield, C. Harnessing visual media in environmental education: Increasing knowledge of orang-utan conservation issues and facilitating sustainable behaviour through video presentations. In The Media, Animal Conservation and Environmental Education; Routledge: London, UK, 2013; pp. 61–77. [Google Scholar]
- Yang, B.; Wu, N.; Tong, Z.; Sun, Y. Narrative-based environmental education improves environmental awareness and environmental attitudes in children aged 6–8. Int. J. Environ. Res. Public Health 2022, 19, 6483. [Google Scholar] [CrossRef] [PubMed]
- Sahabuddin, E.S.; Dirawan, G.D. Green school-based animation video media in increasing student’s awareness of the environment. Int. J. Elem. Educ. 2022, 6, 386–392. [Google Scholar] [CrossRef]
- Putri, H.E.; Maraputra, A.N.; Efna, M.J.; Permana, Y.; Martiningtyas, M.P.; Listiyanti, P.A.; Wulandari, H. Improvement of student awareness on cleanliness and environmental health through stop motion video technology. J. Phys. Conf. Ser. 2020, 1521, 042042. [Google Scholar] [CrossRef]
- Uzunboylu, H.; Cavus, N.; Ercag, E. Using mobile learning to increase environmental awareness. Comput. Educ. 2009, 52, 381–389. [Google Scholar] [CrossRef]
- Shakirova, N.; Berechikidze, I.; Gafiyatullina, E. The effects of immersive AR technology on the environmental literacy, intrinsic motivation, and cognitive load of high school students. Educ. Inf. Technol. 2023, 29, 9121–9138. [Google Scholar] [CrossRef]
- Yuen, S.; Yaoyuneyong, G.; Johnson, E. Augmented reality: An overview and five directions for AR in education. J. Educ. Technol. Dev. Exch. 2011, 4, 119–140. [Google Scholar] [CrossRef]
- Hassan, S.A.; Rahim, T.; Shin, S.Y. ChildAR: An augmented reality-based interactive game for assisting children in their education. Univ. Access Inf. Soc. 2021, 21, 545–556. [Google Scholar] [CrossRef]
- Martínez, A.A.; Benito, J.R.L.; González, E.A.; Ajuria, E.B. An experience of the application of augmented reality to learn English in infant education. In Proceedings of the 2017 International Symposium on Computers in Education, Lisbon, Portugal, 6–8 November 2017. [Google Scholar]
- Lee, L.K.; Chau, C.H.; Chau, C.H.; Ng, C.T. Using augmented reality to teach kindergarten students English vocabulary. In Proceedings of the 2017 International Symposium on Educational Technology (ISET), Hong Kong, China, 26–28 June 2017; pp. 53–57. [Google Scholar]
- Cascales, A.; Laguna, I.; Pérez-López, D.; Perona, P.; Contero, M. An experience on natural sciences augmented reality contents for preschoolers. In International Conference on Virtual, Augmented and Mixed Reality; Springer: Berlin/Heidelberg, Germany, 2013; pp. 103–112. [Google Scholar]
- Chen, Y.C.; Chi, H.L.; Hung, W.H.; Kang, S.C. Use of tangible and augmented reality models in engineering graphics courses. J. Prof. Issues Eng. Educ. Pract. 2011, 137, 267–276. [Google Scholar] [CrossRef]
- Dunleavy, M.; Dede, C.; Mitchell, R. Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. J. Sci. Educ. Technol. 2009, 18, 7–22. [Google Scholar] [CrossRef]
- Talan, T.; Yilmaz, Z.A.; Batdi, V. The effects of augmented reality applications on secondary students’ academic achievement in science course. J. Educ. Sci. Environ. Health 2022, 8, 333–347. [Google Scholar] [CrossRef]
- Wu, H.K.; Lee, S.W.Y.; Chang, H.Y.; Liang, J.C. Current status, opportunities and challenges of augmented reality in education. Comput. Educ. 2013, 62, 41–49. [Google Scholar] [CrossRef]
- Yılmaz, Z.A.; Batdı, V. Artırılmış gerçeklik uygulamalarının eğitimle bütünleştirilmesinin meta-analiz ve tematik karşılaştırmalı analizi. Eğitim Bilim Derg. 2016, 41, 273–289. [Google Scholar] [CrossRef]
- Wang, X.; Kim, M.J.; Love, P.E.; Kang, S.C. Augmented Reality in built environment: Classification and implications for future research. Autom. Constr. 2013, 32, 1–13. [Google Scholar] [CrossRef]
- Alyousify, A.L.; Mstafa, R.J. AR-Assisted Children Book for Smart Teaching and Learning of Turkish Alphabets. Virtual Real. Intell. Hardw. 2022, 4, 263–277. [Google Scholar] [CrossRef]
- Furht, B. Handbook of Augmented Reality; Springer: New York, NY, USA, 2011. [Google Scholar]
- Dobrovská, D.; Vaněček, D. Implementation of augmented reality into student practical skills training. In Proceedings of the International Conference on Intelligent Human Systems Integration, Modena, Italy, 19–21 February 2021; pp. 212–217. [Google Scholar]
- Ibáñez, M.B.; Delgado-Kloos, C. Augmented reality for STEM learning: A systematic review. Comput. Educ. 2018, 123, 109–123. [Google Scholar] [CrossRef]
- Hossain, M.J.; Ahmed, T. Augmented reality-based elementary level education for Bengali character familiarization. SN Comput. Sci. 2021, 2, 31. [Google Scholar] [CrossRef]
- Aydoğdu, F.; Kelpšiene, M. Uses of augmented reality in preschool education. Int. Technol. Educ. J. 2021, 5, 11–20. [Google Scholar]
- Kuzgun, H. Artırılmış gerçeklik teknolojisinin okul öncesi dönemde kullanımı: Durum çalışması. Master’s Thesis, Afyon Kocatepe University, Afyon, Türkiye, 2019. [Google Scholar]
- Chen, Y.; Zhou, D.; Wang, Y.; Yu, J. Application of augmented reality for early childhood English teaching. In Proceedings of the 2017 International Symposium on Educational Technology (ISET), Hong Kong, China, 27–29 June 2017; pp. 111–115. [Google Scholar] [CrossRef]
- Rapti, S.; Sapounidis, T.; Tselegkaridis, S. Enriching a traditional learning activity in preschool through augmented reality: Children’s and teachers’ views. Information 2023, 14, 530. [Google Scholar] [CrossRef]
- Huang, Y.; Li, H.; Fong, R. Using augmented reality in early art education: A case study in Hong Kong kindergarten. Early Child Dev. Care 2016, 186, 879–894. [Google Scholar] [CrossRef]
- Yılmaz, R.M.; Küçük, S.; Göktaş, Y. Are augmented reality picture books magic or real for preschool children aged five to six? Br. J. Educ. Technol. 2017, 48, 824–841. [Google Scholar] [CrossRef]
- Lee, H.S.; Lee, J.W. Mathematical education game based on augmented reality. In Technologies for E-Learning and Digital Entertainment; Pan, Z., Zhang, X., El Rhalibi, A., Woo, W., Li, Y., Eds.; Springer: Berlin/Heidelberg, Germany, 2008; pp. 442–450. [Google Scholar]
- Stotz, M.; Columba, L. Using augmented reality to teach subitizing with preschool students. J. Interact. Learn. Res. 2018, 29, 545–577. Available online: https://www.learntechlib.org/primary/p/173651/ (accessed on 14 June 2024).
- Zhu, Y.; Wang, S.J. A Tangible augmented reality toy kit: Interactive solution for early childhood education. In Interactivity, Game Creation, Design, Learning, and Innovation; Brooks, A.L., Brooks, E., Eds.; Springer: Berlin/Heidelberg, Germany, 2017; pp. 12–19. [Google Scholar] [CrossRef]
- Preka, G.; Rangoussi, M. Augmented reality and QR codes for teaching music to preschoolers and kindergarteners: Educational intervention and evaluation. In Proceedings of the CSEDU 2019, Heraklion, Greece, 2–4 May 2019; pp. 113–123. [Google Scholar]
- Hsieh, M.C.; Lee, J.S. AR marker capacity increasing for kindergarten English learning. In Proceedings of the International Multi Conference of Engineers and Computer Scientists, Hong Kong, China, 19–21 March 2008. [Google Scholar]
- Yılmaz, R.M. Educational magic toys developed with augmented reality technology for early childhood education. Comput. Hum. Behav. 2016, 54, 240–248. [Google Scholar] [CrossRef]
- Zhu, Y.J.; Yang, X.Y.; Wang, S.J. Augmented reality meets tangibility: A new approach for early childhood education. EAI Endorsed Trans. Creat. Technol. 2017, 4, 153059. [Google Scholar] [CrossRef]
- Pan, Z.; López, M.; Li, C.; Liu, M. Introducing augmented reality in early childhood literacy learning. Res. Learn. Technol. 2021, 29, 1–21. [Google Scholar] [CrossRef]
- Çakırlar Altuntaş, E. Belgesel temelli artırılmış gerçeklik uygulamalı çevre eğitiminin etkililiği üzerine bir çalışma. Ph.D. Thesis, Hacettepe University, Ankara, Türkiye, 2021. [Google Scholar]
- Fajarianto, O.; Setiawan, M.I.; Mursidi, A.; Sundiman, D.; Sari, D.A.P. The development of learning materials for the introduction of animals in early childhood using augmented reality. In Proceedings of the International Conference on Knowledge Management in Organizations, Zamora, Spain, 25–28 August 2018; pp. 722–727. [Google Scholar]
- Kamarainen, A.M.; Metcalf, S.; Grotzer, T.; Browne, A.; Mazzuca, D.; Tutwiler, M.S.; Dede, C. EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Comput. Educ. 2013, 68, 545–556. [Google Scholar] [CrossRef]
- Koutromanos, G.; Tzortzoglou, F.; Sofos, A. Evaluation of an augmented reality game for environmental education: “Save Elli, Save the Environment”. In Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives; Mikropoulos, T.A., Ed.; Springer: Berlin/Heidelberg, Germany, 2018; pp. 231–241. [Google Scholar] [CrossRef]
- Rasalingam, R.R.; Muniandy, B.; Rass, R. Exploring the application of augmented reality technology in early childhood classroom in Malaysia. J. Res. Method Educ. 2014, 4, 33–40. [Google Scholar] [CrossRef]
- Theodorou, P.; Kydonakis, P.; Botzori, M.; Skanavis, C. Augmented reality proves to be a breakthrough in Environmental Education. Prot. Restor. Environ. 2018, 7, 219–228. [Google Scholar]
- Antonia, D.; Evgenia, R. Artful Thinking and Augmented Reality in Kindergarten: Technology Contributions to the Inclusion of Socially Underprivileged Children in Creative Activities. In Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-Exclusion, Thessaloniki, Greece, 20–22 June 2018; pp. 187–194. [Google Scholar]
- Cai, S.; Chiang, F.K.; Sun, Y.; Lin, C.; Lee, J.J. Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interact. Learn. Environ. 2017, 25, 778–791. [Google Scholar] [CrossRef]
- Han, J.; Jo, M.; Hyun, E.; So, H.J. Examining young children’s perception toward augmented reality-infused dramatic play. Educ. Technol. Res. Dev. 2015, 63, 455–474. [Google Scholar] [CrossRef]
- Hanid, M.F.A.; Said, M.N.H.M.; Yahaya, N. Learning strategies using augmented reality technology in education: Meta-analysis. Univ. J. Educ. Res. 2020, 8, 51–56. [Google Scholar] [CrossRef]
- Li, J.; Van Der Spek, E.D.; Hu, J.; Feijs, L. Turning your book into a game: Improving motivation through tangible interaction and diegetic feedback in an AR mathematics game for children. In Proceedings of the CHILD PLAY 2019 Annual Symposium on Computer-Human Interaction in Play, Barcelona, Spain, 22–25 October 2019. [Google Scholar]
- Lorusso, M.L.; Giorgetti, M.; Travellini, S.; Greci, L.; Zangiacomi, A.; Mondellini, M.; Reni, G. Giok the alien: An AR-based integrated system for the empowerment of problem-solving, pragmatic, and social skills in pre-school children. Sensors 2018, 18, 2368. [Google Scholar] [CrossRef]
- Sofianidis, A. Why do students prefer augmented reality: A mixed-method study on preschool teacher students’ perceptions on self-assessment AR quizzes in science education. Educ. Sci. 2022, 12, 329. [Google Scholar] [CrossRef]
- Utami, F.; Andika, W.D.; Sumarni, S. Introduction to Sea Animals with Augmented Reality Based Flashcard for Early Childhood. In Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020), Palembang, Indonesia, 24–26 October 2020; Atlantis Press: Amsterdam, The Netherlands, 2021; pp. 215–220. [Google Scholar]
- Yousef, A.M.F. Augmented reality assisted learning achievement, motivation, and creativity for children of low-grade in primary school. J. Comput. Assist. Learn. 2021, 37, 966–977. [Google Scholar] [CrossRef]
- Zafeiropoulou, M.; Volioti, C.; Keramopoulos, E.; Sapounidis, T. Developing physics experiments using augmented reality game-based learning approach: A pilot study in primary school. Computers 2021, 10, 126. [Google Scholar] [CrossRef]
- Cheng, K.H.; Tsai, C.C. The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents’ conceptions of AR learning. Br. J. Educ. Technol. 2016, 47, 203–222. [Google Scholar] [CrossRef]
- Chiang, T.H.C.; Yang, S.J.H.; Hwang, G.J. An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educ. Technol. Soc. 2014, 17, 352–365. [Google Scholar]
- Lin, H.C.K.; Chen, M.C.; Chang, C.K. Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system. Interact. Learn. Environ. 2013, 23, 799–810. [Google Scholar] [CrossRef]
- Zulfikri, A.Z.; Masnan, A.H. The Use of Interactive Games in Children’s Teaching and Learning Processes: An Innovation. Southeast Asia Early Child. J. 2023, 12, 128–134. [Google Scholar] [CrossRef]
- Kotzageorgiou, M.; Kellidou, P.M.; Voulgari, I.; Nteropoulou, E. Augmented reality and the symbolic play of pre-school children with autism. In Proceedings of the 17th European Conference on e-Learning, Athens, Greece, 1–2 November 2018; Ntalianis, K., Andreatos, A., Sgouropoulou, C., Eds.; ACPIL: London, UK, 2018; pp. 273–280. [Google Scholar]
- Kelpšienė, M. The usage of books containing augmented reality technology in preschool education. Pedagogika 2020, 138, 150–174. [Google Scholar] [CrossRef]
- Kahriman Pamuk, D.; Elmas, R.; Pamuk, S. Augmented reality and science activities: The views of preschool pre- and in-service teachers. YYU J. Educ. Fac. 2020, 17, 671–699. [Google Scholar]
- Santos, M.E.C.; Lübke, A.I.W.; Taketomi, T.; Yamamoto, G.; Rodrigo, M.M.T.; Sandor, C.; Kato, H. Augmented reality as multimedia: The case for situated vocabulary learning. Res. Pract. Technol. Enhanc. Learn. 2016, 11, 4. [Google Scholar] [CrossRef] [PubMed]
- Higgins, J. Cognising with others in the we-mode: A defence of ‘first-person plural’ social cognition. Rev. Philos. Psychol. 2020, 12, 803–824. [Google Scholar] [CrossRef]
- Safar, A.H.; Al-Jafar, A.A. The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the State of Kuwait. Eurasia J. Math. Sci. Technol. Educ. 2017, 13, 417–440. [Google Scholar] [CrossRef]
- Madanipour, P.; Cohrssen, C. Augmented reality as a form of digital technology in early childhood education. Australas. J. Early Child. 2020, 45, 5–13. [Google Scholar] [CrossRef]
- Masmuzidin, M.Z.; Aziz, N.A.A. The current trends of augmented reality in early childhood education. Int. J. Multimed. Its Appl. (IJMA) 2018, 10, 47–58. [Google Scholar] [CrossRef]
- Arnold, H.E.; Cohen, F.G.; Warner, A. Youth and Environmental Action: Perspectives of Young Environmental Leaders on Their Formative Influences. J. Environ. Educ. 2009, 40, 27–36. [Google Scholar] [CrossRef]
- Cutter-Mackenzie, A.; Edwards, S.; Moore, D.; Boyd, W. Young Children’s Play and Environmental Education in Early Childhood Education; Springer: Cham, Switzerland, 2014. [Google Scholar]
- Cohen, J. Statistical Power Analysis for the Behavioral Sciences, 2nd ed.; Routledge: New York, NY, USA, 1988. [Google Scholar]
- Aydoğdu, F. Augmented Reality for Preschool Children: An Experience with Educational Contents. Br. J. Educ. Technol. 2022, 53, 326–348. [Google Scholar] [CrossRef]
- Bülbül, H.; Özdinç, F. How real is augmented reality in preschool? Examination of young children’s AR experiences. J. Theor. Educ. Sci. 2022, 15, 884–906. [Google Scholar] [CrossRef]
- Albayrak, S.; Yılmaz, R.M. An Investigation of Pre-School Children’s Interactions with Augmented Reality Applications. Int. J. Hum.-Comput. Interact. 2022, 38, 165–184. [Google Scholar] [CrossRef]
- Rambli, D.R.A.; Matcha, W.; Sulaiman, S. Fun learning with AR alphabet book for preschool children. Procedia Comput. Sci. 2013, 25, 211–219. [Google Scholar] [CrossRef]
- Bursalı, H.; Yılmaz, R.M. Effect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Comput. Hum. Behav. 2019, 95, 126–135. [Google Scholar] [CrossRef]
- Danaei, D.; Jamali, H.R.; Mansourian, Y.; Rastegarpour, H. Comparing reading comprehension between children reading augmented reality and print storybooks. Comput. Educ. 2020, 153, 103900. [Google Scholar] [CrossRef]
- Şimşek, B.; Direkci, B. The effects of augmented reality storybooks on student’s reading comprehension. Br. J. Educ. Technol. 2023, 54, 754–772. [Google Scholar] [CrossRef]
- Chen, C.M.; Tsai, Y.N. Interactive augmented reality system for enhancing library instruction in elementary schools. Comput. Educ. 2012, 59, 638–652. [Google Scholar] [CrossRef]
- Law, C.; So, S. QR Codes in Education. J. Educ. Technol. Dev. Exch. 2010, 3, 85–100. [Google Scholar] [CrossRef]
- Castillo-Gonzalez, W.; Lepez, C.O.; Bonardi, M.C. Augmented reality and environmental education: Strategy for greater awareness. Gamification Augment. Real. 2023, 1, 10. [Google Scholar] [CrossRef]
- Negi, S.K. Exploring the impact of virtual reality and augmented reality technologies in sustainability education on green energy and sustainability behavioral change: A qualitative analysis. Procedia Comput. Sci. 2024, 236, 550–557. [Google Scholar] [CrossRef]
- Chien, Y.C.; Su, Y.N.; Wu, T.T.; Huang, Y.M. Enhancing students’ botanical learning by using augmented reality. Univ. Access Inf. Soc. 2019, 18, 231–241. [Google Scholar] [CrossRef]
- Karagozlu, D. Creating a sustainable education environment with augmented reality technology. Sustainability 2021, 13, 5851. [Google Scholar] [CrossRef]
- Safitri, D.; Lestari, I.; Maksum, A.; Ibrahim, N.; Marini, A.; Sudrajat, A.; Iskandar, R. Ecolabel with augmented reality on the website to enhance student environmental awareness. Int. J. Ecol. 2022, 2022, 8169849. [Google Scholar] [CrossRef]
- Aliabadi, K.; Joneidi Jafari, F.; Pourroostaei Ardakani, S. The Effect of Augmented Reality-Based Environmental Literacy Education Program on the Environmental Knowledge, Attitude and Behavior of Highschool Students. Environ. Educ. Sustain. Dev. 2021, 9, 9–22. [Google Scholar] [CrossRef]
Demographic Information | Experimental Group | Control Group | |
---|---|---|---|
Gender | Girl | 25 | 23 |
Boy | 22 | 24 | |
Age | 48–54 months | 24 | 21 |
55–60 months | 23 | 26 | |
Total | 47 | 47 |
Group | N | Mean | SD | SE | t | p |
---|---|---|---|---|---|---|
Experimental group | 47 | 4.297 | 1.852 | 0.270 | −0.952 | 0.344 |
Control group | 47 | 4.680 | 2.044 | 0.298 |
Group | N | Mean | SD | SE | t | Cohen d |
---|---|---|---|---|---|---|
Experimental group | 47 | 13.595 | 2.071 | 0.302 | 8.147 * | 1.681 |
Control group | 47 | 9.766 | 2.469 | 0.360 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Şimşek, E.E. The Use of Augmented Reality-Supported Activities in Environmental Education for Early Childhood: A Quasi-Experimental Study. Sustainability 2024, 16, 10374. https://doi.org/10.3390/su162310374
Şimşek EE. The Use of Augmented Reality-Supported Activities in Environmental Education for Early Childhood: A Quasi-Experimental Study. Sustainability. 2024; 16(23):10374. https://doi.org/10.3390/su162310374
Chicago/Turabian StyleŞimşek, Emine Ela. 2024. "The Use of Augmented Reality-Supported Activities in Environmental Education for Early Childhood: A Quasi-Experimental Study" Sustainability 16, no. 23: 10374. https://doi.org/10.3390/su162310374
APA StyleŞimşek, E. E. (2024). The Use of Augmented Reality-Supported Activities in Environmental Education for Early Childhood: A Quasi-Experimental Study. Sustainability, 16(23), 10374. https://doi.org/10.3390/su162310374