Augmented Reality Meets Tangibility: A New Approach for Early Childhood Education

Augmented Reality (AR) has been recognised as one of the promising technologies for the gaming industry. In this study, the authors intend to apply AR technology to develop an interactive educational game. This paper presents an AR featured educational game specifically designed for 4-7 years old pre-school children. The principal objective of this game is to enable children to learn various abstract concepts, such as colour mixing, mathematics and 2D-3D geometrical shape recognition. This game allows users to interact with both onscreen (intangible) and physical objects (tangible) at the same time; different interaction forms including the touch screen (click) and AR game (rotate) are designed for better interaction with the real world and learning. This paper focuses on the details of the design and interactive behaviour. Furthermore, beyond the needs of children, this game also serves for parents through the Token Economy method; parents can control the kids’ contacting time with portable devices, and track and modify their everyday learning patterns. A pilot study implementing mix method was used to gather user’s feedback is also described in this paper

Difusi Inovasi Aplikasi Quiver 3-D Berbasis Teknologi Augmented Reality Pada Lembaga Pendidikan Anak Usia Dini

This innovation diffusion research aims to disseminate innovative applications containing Augmented Reality (AR) technology in Early Childhood Education institutions through coloring activities in developing children's creativity. Because every child has talent and creativity that must be welcomed through various activities that can help their development. It is important for children in their learning environment to be given the opportunity to explore multi-media in order to realize the fertilization of their creative potential. Children's interest in digital devices can be used as a great opportunity for teachers in utilizing media and learning resources in early childhood education institutions. Augmented Reality (AR) technology content contained in the Q-3D Application in coloring activities provides an interesting offer by presenting virtual world visual images formed in 3-D animation into a real environment with the help of smartphones for images created and colored, so as to develop their creativity. In this innovation diffusion research, the descriptive analysis method is used with two approaches, namely: qualitative and quantitative. The data were obtained through three methods, namely: observation, interview, and documentation. Innovation diffusion research provides important findings that the level of adopter acceptance of the innovation of the Aaugmented Reality-based Quiver 3D app is very high and children's creativity is well developed.Penelitian difusi inovasi ini bertujuan untuk menyebarkan aplikasi inovatif bermuatan teknologi Augmented Reality (AR) pada lembaga Pendidikan Anak Usia Dini melalui aktivitas mewarnai dalam pengembangan kreativitas anak. Karena setiap anak memiliki bakat dan kreativitas yang harus disambut dengan baik melalui berbagai aktivitas yang dapat membantu perkembangannya. Penting bagi anak dalam lingkungan belajarnya diberikan kesempatan mengeksplorasi multi media demi terwujudnya pembuahan potensi kreativitasnya. Minat anak terhadap perangkat digital dapat dijadikan peluang besar bagi guru dalam pemanfaatan media dan sumber belajar pada lembaga pendidikan anak usia dini. Muatan teknologi Augmented Reality (AR) yang terdapat pada Aplikasi Q-3D dalam aktivitas mewarnai memberikan penawaran menarik dengan menghadirkan gambar visual dunia maya yang dibentuk dalam animasi 3-D menjadi lingkungan nyata dengan bantuan  smartphone atas gambar yang dibuat dan diwarnai, sehingga mampu mengembangkan kreativitasnya. Dalam penelitian difusi inovasi ini digunakan metode analisis deskriptif dengan dua pendekatan, yakni: kualitatif dan kuantitatif. Pemerolehan data penelitian melalui tiga cara, yakni: observasi, wawancara, dan dokumentasi. Penelitian difusi inovasi memberikan hasil temuan penting bahwa tingkat adopter penerimaan terhadap inovasi apilikasi Quiver 3D berbasis Aaugmented Reality sangat tinggi dan kreativitas anak berkembang dengan baik

Comparative global knowledge about the use of new media technologies among young children

We examine evidence regarding young children’s digital literacy practices around the world. Although little is known about children under eight years old, especially on a global comparative basis or beyond the West, we identify such research as exists, including from East Asia and the global South. Barriers to access represent the major challenge globally, a problem often obscured when research focuses on wealthy countries. Some challenges are shared cross-nationally, albeit in different forms, including inequality, curriculum development and the home–school connection. Experimentation with ways of appropriating digital technologies for learning is occurring in diverse contexts, and valuable lessons are beginning to emerge

Tangible user interfaces and social interaction in children with autism

Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology. Study one looked at Topobo, a construction toy augmented with kinetic memory. Children played with Topobo in groups of three of either Typically Developing (TD) or ASC children. The children were given a construction task, and were also allowed to play with the construction sets with no task. Topobo in the task condition showed an overall significant effect for more onlooker, cooperative, parallel, and less solitary behaviour. For ASC children significantly less solitary and more parallel behaviour was recorded than other play states. In study two, an Augmented Knights Castle (AKC) playset was presented to children with ASC. The task condition was extended to allow children to configure the playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour. Compared to non-digital play, the AKC showed reduction of solitary behaviour because of augmentation. Qualitative analysis showed further differences in learning phase, user content, behaviour oriented to other children, and system responsiveness. Tangible musical blocks (‘d-touch’) in study three focused on the task. TD and ASC children were presented with a guided/non-guided task in pairs, to isolate effects of augmentation. Significant effects were found for an increase in cooperative symbolic play in the guided condition, and more solitary functional play was found in the unguided condition. Qualitative analysis highlighted differences in understanding blocks and block representation, exploratory and expressive play, understanding of shared space and understanding of the system. These studies suggest that the structure of the task conducted with TUIs may be an important factor for children’s use. When the task is undefined, play tends to lose structure and the benefits of TUIs decline. Tangible technology needs to be used in an appropriately structured manner with close coupling (the distance between digital housing and digital effect), and works best when objects are presented in familiar form

Pengembangan Media Pembelajaran Anak Usia Dini berbasis Augmented Reality

Mengoptimalkan kegunaan smartphone khususnya bagi anak usia dini adalah penerapan teknologi Augmented Reality, yaitu teknologi yang menggabungkan objek dunia maya dengan dunia nyata secara realtime. Tujuan penelitian ini adalah menghasilkan sebuah media berbasis Augmented Reality yang dapat diterapkan di lembaga pendidikan anak usia dini. Penelitian ini menggunakan metode pengembangan dengan tahapan penelitian Analysis, Desain, Development, Implementation dan Evaluation. Subjek penelitian adalah guru pada PAUDQu Dian Asshobri. Adapun hasil penelitian yaitu tersusunnya media pembelajaran berbasis augmented reality untuk Anak Usia Dini

Pengembangan Media Flashcard Berbasis Augmented Reality pada Materi Mengenal Binatang Laut

Materi binatang laut selama ini dikenalkan oleh guru hanya menggunakan buku, majalah anak, dan gambar. Pada umumnya anak akan cepat merasa bosan dan susah fokus pada materi apabila hanya menggunakan media buku, majalah dan gambar. Penelitian ini bertujuan untuk mengembangkan media flashcard berbasis augmented reality pada materi mengenal binatang laut. Metode penelitian yang digunakan pada penelitian ini yaitu penelitian pengembangan Research & Development (R&D). Prosedur penelitian yang dilakukan dalam pengembangan ini diadaptasi dari langkah-langkah pengembangan yang dikembangkan oleh Borg and Gall dengan pembatasan. Subjek penelitian ini adalah anak usia dini pada kelompok B di RA Perwanida IV. Pengumpulan data dilakukan dengan wawancara, lembar angket dan lembar observasi. Teknik analisis data yang digunakan dalam penelitian ini teknik analisis kualitatif dan analisis kuantitatif. Hasil penelitian menunjukan bahwa media flashcard berbasis augmented reality yang dikembangkan sudah memenuhi kriteria valid, praktis dan efektif untuk digunakan pada materi pengenalan binatang laut bagi anak usia dini kelompok B di RA Perwanida IV

Using Augmented Reality in early art education: a case study in Hong Kong kindergarten

Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed.postprin

Using augmented reality to enhance children’s books

This paper reports a case study on using Augmented Reality in children's books in which we explored the use of various types of interactions at different levels. The paper describes the design process and the insights gained through investigations into the requirements for enhancing children’s books with Augmented Reality. Using evidence from the literature along with our own observations, an interaction design model and resulting interface design are developed to explore interactivity in printed books using Augmented Reality. We report on an expert walk-through and discuss possible improvements and implications from our case study

Design of an Intrinsically Motivating AR Experience for Environmental Awareness

Augmented Reality seems a promising tool to provide engaging and effective educational experiences, thanks to its potentiality in stimulating intrinsic motivation, that could influence the learning process and the attitude of the users towards behaviours. This paper presents the Resized Plastic Augmented Reality learning experience, designed on the basis of Dunleavy's framework to provide a systemic overview of the microplastics issue to allow users to understand its mechanisms, educate them about their role in the system and help them to connect this information to their everyday actions

Prospects for the use of Augmented Reality in Education

Augmented Reality (AR) is an emerging form of experience in which the Real World (RW) is enhanced by computer-generated content tied to specific locations and/or activities. Over the last several years, AR applications have become portable and widely available on mobile de­vices. AR is becoming visible in our audio-visual media (e.g., news, entertainment, sports) and is beginning to enter other aspects of our lives (e.g., e-commerce, travel, marketing) in tangible and exciting ways. The aspects of the use of augmented reality technology in the system of higher education are considered. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement and also of interest to the younger generation Some noted challenges imposed by AR are usability issues and frequent technical problems. The advantages and limitations of using this technology are given. The prospects for the use of augmented reality technology in the educational environment are considered