The impacts of augmented reality technology integrated STEM preschooler module for teaching and learning activity on children in China

Abstract

Augmented reality (AR) technology is increasingly utilized in cognitive development and education of preschoolers. The Augmented Reality Integrated STEM Preschooler (ARISP) module combines AR technology with STEM (Science, Technology, Engineering, and Mathematics) in teaching and learning activity. This study aims to assess the impacts of the ARISP module for teaching and learning activity on children from preschool teachers’ perspectives. The research methodology includes semi-structured interviews with preschool teachers and observation implementing the ARISP module for teaching and learning activity. The study examines children’s interaction with AR technology, their response to the immersive learning environment, and the development of skills crucial for digital literacy. Findings indicate that the ARISP module significantly increases children’s engagement and motivation in learning activities. The interactive nature of AR technology fosters a deeper understanding of STEM concepts and enhances problem-solving skills. The ARISP module demonstrates substantial promise in enriching early childhood education by integrating cutting-edge technology with traditional learning approaches.

Keywords:

• Preschool STEM education
• augmented reality technology
• teaching and learning activity
• preschool teacher’s perspective
• children’s development

REVIEWING EDITOR:

• Constantinos, Primary and Secondary Teacher Education, Xenofontos Oslo Metropolitan University, Norway

SUBJECTS:

• Technology
• Early Childhood
• Curriculum Studies
• Early Years

Author contributions

The authors confirm contribution to the paper as follows: Study conception and design: Mohd Nazri Bin Abdul Rahman, Xinyi Wang, Mohd Shahril Nizam Shaharom; Data collection: Xinyi Wang; Analysis and interpretation of results: Xinyi Wang; Draft manuscript preparation: Xinyi Wang; All authors reviewed the results and approved the final version of the manuscript.

Disclosure statement

No potential conflict of interest was reported by author(s).

Additional information

Notes on contributors

Xinyi Wang

Xinyi Wang, a Ph.D. Candidate from the Universiti Malaya. Her research interests include parenting, digital technology, STEM education in early childhood education.

Mohd Nazri Bin Abdul Rahman

Mohd Nazri Bin Abdul Rahman is an Associate Professor at Universiti Malaya, focusing on Early Childhood Education, Curriculum Development, and Aboriginal Culture Studies.

Mohd Shahril Nizam Shaharom

Mohd Shahril Nizam Shaharom is a lecturer at the Universiti Malaya, where his teaching and research focus on curriculum and instructional technology.