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

Introduction

Advances in educational technology provide opportunities to support student learning and the unique ability for complex, integrated STEM learning environments to improve students’ understanding of subject content and facilitate student exploration of STEM subjects (Yang & Baldwin, 2020; Department of Education, 2017). Innovative technologies, such as AR and virtual reality (VR), can provide students with situated learning experiences and offer immersive experiences that add value to learning (Hsu et al., 2017; Kamarainen et al., 2015). Augmented reality has gained widespread adoption among average consumers owing to its cost-effectiveness, straightforward implementation, and robust safety features (Oranç & Küntay, 2019). AR is also considered one of the most promising technologies for higher and K-12 education (Ibáñez & Delgado-Kloos, 2018). It is because the immersive nature of AR can capture the attention of young learners and provide concrete visualisations of abstract concepts, which is particularly beneficial in STEM education contexts where concepts are often abstract and complex to grasp (Albayrak & Yilmaz, 2022; Yu et al., 2022). Secondly, AR-related educational programmes provide exciting and unique learning experiences by blurring the boundaries between the real world in which children live and the virtual world they see on a screen. Implementing AR technology in education has also increased young children’s attention and engagement, effectively facilitating the teaching and learning process (Oranç & Küntay, 2019; Ozdamli & Karagozlu, 2018; Redondo et al., 2020). Therefore, AR could be one of the best learning tools for preschoolers learning STEM.

The ARISP module is a solar system-themed teaching and learning activity module that combines AR technology with STEM education. It is designed to provide an interactive and immersive experience for children aged 4-5 in the middle class according to their age and cognitive development.

Literature review

The STEM education in early childhood education

STEM integrated learning environments cater for multiple layers of learners, integrating and learning science and mathematics alongside engineering and technology, breaking down disciplinary boundaries and enabling students to apply multidisciplinary knowledge to problem solving (Yang & Baldwin, 2020). Integrating Science, Technology, Engineering, and Mathematics (STEM) in early childhood education is increasingly recognized as vital for fostering critical thinking and problem-solving skills from a young age. Ata Akturk et al. (2017) analyzed the Turkish early childhood education curriculum, finding that it encompasses core ideas and concepts related to STEM education, aligning well with the characteristics of STEM education. This suggests that early exposure to STEM can be effectively integrated into early childhood curriculums, providing a foundation for further educational development in these fields.

Moreover, A bibliometric analysis conducted in 2023 highlights the global trends in early childhood STEM education research, underscoring a concentration of studies within developed countries often focus on robotics and interactive design technologies like Mindstorms (Su & Yang, 2023). The study emphasizes the need for more multidisciplinary and cross-disciplinary studies in STEM research within early childhood education, suggesting a broader geographical context for future research. The study of Campbell and Speldewinde (2022) also explored the critical role of STEM education in early childhood, particularly within the purview of sustainable development. They argued that early childhood education is critical for fostering an understanding of the natural world and children’s roles in a sustainable future. Utilizing ethnographic methods, their research illustrated how play-based learning is compatible with developing early STEM competencies and sustainability awareness, endorsing interactive and learner-centered teaching methodologies that promote independent thinking and environmentally responsive behaviors. A qualitative study by Movahedazarhouligh et al. (2023) assessed the effects of STEM professional development on early childhood educators. Findings indicated that such programs significantly bolstered teachers’ confidence and proficiency in teaching STEM-related topics. This enhancement in teacher capability, in turn, positively influenced chilren’s STEM learning experiences.

The field of early childhood STEM education is burgeoning, offering substantial prospects for enriching children’s development in areas such as critical thinking, problem-solving, and sustainable practices. The integration of STEM into early childhood curriculums, supported by professional development for educators, appears to be a promising approach to preparing children for the challenges of the 21st century.

Current use of AR technology in education settings

Augmented reality (AR) technology allows for the visualization of virtual 3D objects within a real environment, facilitating natural and physically interaction (Kaufmann & Schmalstieg, 2002; Matcha & Rambli, 2013). Since AR learning occurs within a real-world context enhanced by virtual elements, it supports authentic, pervasive, and inquiry-based learning activities (Dunleavy et al., 2009). Additionally, the merging of virtual and real environments in AR technology is gaining popularity in education, inviting individuals to participate in the complete application process (Albayrak & Yilmaz, 2022; Jamali et al., 2015). Its application has been explored across various educational levels and disciplines, with a consensus on its potential to improve learning outcomes.

In both entertainment and educational settings, AR’s facilitation of physical interactions has been shown to increase motivation, concentration, and attention, thereby contributing to positive learning environments (Price & Rogers, 2004). AR technology is prevalent in various educational contexts, including humanities, arts, e-medicine, engineering, manufacturing and electronics, architecture and science (Calle-Bustos et al., 2017; Di Serio et al., 2013; Henderson & Feiner, 2010; Liu & Tsai, 2013). Hasan et al. (2018) have demonstrated the effectiveness of AR in primary education using ‘topic cards’, which enable interaction with virtual and real-time applications for an immersive learning experience. The study underscores the role of AR in making education more interactive, thereby enhancing learning experience for young students. Liu et al. (2022) explored the application of AR in school physical education, finding that AR can efficiently engage students and enhance their participation in sports. Despite challenges related to the cost and complexity, the study highlighted AR’s ability to make physical education more dynamic. In the specialized field of architecture and construction. Hajirasouli and Banihashemi (2022) critically analyzed the application of AR, underscoring the importance of developing AR-integrated pedagogies to modernize traditional practices. They posited that AR could improve design processes, reduce costs, and enhance project efficiency, signaling its significant potential in higher education and professional training.

These investigations collectively underscore the extensive applicability and promise of AR in enriching educational experiences across a multitude disciplines. From primary education to specialized sectors like architecture and sports, learning experiences are being transformed through implementation of AR technology. The research highlights AR’s capacity as an educational tool to cater to diverse learning needs and preferences. Compared to other stages, a limited amount of research has been conducted on AR at the preschool stage (Albayrak & Yilmaz, 2022).

Previous studies on the impact of AR in early childhood education

Augmented reality (AR) has emerged as a transformative technology in education, providing interactive and immersive learning experiences. Its application in early childhood education is gradually increasing, as evidenced by a study from Masmuzidin and Aziz (2018). They observed a gradual increase in AR research publications within this field over the past decade. A notable discovery was the ability of AR to boost motivation among young learners, particularly in early literacy, with the prevalent use of ‘marker-based’ AR, often on mobile devices.

The effectiveness of AR technology in creating a realistic and enjoyable learning environment for young children was emphasized in the work of Kuzgun (2019). AR captivates children by merging play with learning, enabling interactive engagement in the classroom. The technology facilitates a seamless blend of physical and virtual information, fostering children’s ability to adapt to combined realities. Düzyol et al. (2022) stated children’s innate curiosity as a pivotal asset for nurturing scientific awareness through AR. AR technology enriches the learning environment, bolstering preschoolers’ creativity and imagination (Gül & Şahin, 2017).

AR’s impact extends beyond content delivery; it also supports diverse learning styles. It allows children to engage with three-dimensional objects beyond the classroom’s constraints (Shelton & Hedley, 2002; Shelton & Stevens, 2004). Therefore, AR makes early childhood education more compelling and enjoyable, fostering enduring learning achievements (Cascales et al., 2013).

Integrating AR technology in preschool education has been shown to enhance motivation and learning efficiency and make the knowledge process lively and exciting (Albayrak & Yilmaz, 2022). The utility of AR and the positive attitudes it fosters among children can greatly benefit its integration into preschool curricula. Chen and Chan (2019) conducted a comparative study in a Macau kindergarten, assessing AR flashcards against traditional methods in vocabulary acquisition, noting significant improvements in both approaches among children aged 5–6 years. Furthermore, Neumann et al. (2022) examined the effectiveness of using AR apps in teaching and learning, finding the AR-utilizing experimental group outperformed a control group in curriculum engagement and English alphabet test scores. Pan (2022) applied AR to teaching English to young children and found that AR-enhanced programs made the process more entertaining, effective, and engaging. Madanipour and Cohrssen (2020) pointed out that AR as a form of digital technology in early childhood education necessitates more research on the contribution of AR to preschool education. While the benefits of AR in higher education are well documented, more exploration of its impact on preschool education still needs to be done.

Methods

Qualitative research method was used in this study to explore the impact of the ARISP module as a teaching and learning activity on young children in China. Qualitative research allows in-depth exploration of experiences, perceptions, and attitudes (Creswell & Poth, 2016), it comes from the subjective experiences and perceptions of the participants. Its flexibility and adaptability are precious in exploring the unpredictability of children’s responses to the ARISP module for teaching and learning activity. Moreover, qualitative research is more interpretive and illuminating (Mohajan, 2018). It provides insights into human behavior’s 'why’ and 'how,' going beyond the quantifiable surface to explore underlying causes, perspectives, and motivations (Tetnowski & Damico, 2004). This approach often produces rich, detailed data that provides a voice for the research participants and enables the researcher to gain a deeper understanding of the impact of the ARISP module for teaching and learning activity on young children (Clarke & Jack, 1998). Therefore, qualitative research was designed in this study. On the other hand, the exploratory nature of qualitative research is particularly suited to this emerging field of study, where new themes and concepts about AR in education are still being uncovered, providing a foundational understanding that quantitative or mixed methods could later build upon to test and expand these initial insights (Denzin & Lincoln, 2011). The researcher used a semi-structured interview method and observation method for triangulation to explore the impact of the ARISP module for teaching and learning activity on preschoolers from the perspective of preschool teachers.

Participants

The criteria sampling method is a purposive sampling method was used to conduct participant recruitment in this study (Yıldırım, 2021). Criteria sampling is selecting a sample that meets predetermined criteria (Berg, 2001). The researcher selects the most suitable participants for the study through criteria sampling, a time- and cost-efficient method (Patton, 1990). Participants were recruited from those who met the specific research criteria. The inclusion criteria were as follows.

1. Having in-service preschool teachers in the middle class

2. Having consented to be interviewed

3. Having volunteered to participate

4. Having were interested in early STEM education and AR technology

Ultimately, three female preschool teachers were identified who fulfilled all the necessary criteria for participation. In China, the ratio of male to female full-time kindergarten teachers has consistently hovered around 2% for the past decade, as reported by Li et al. (2023). Further data from the Chinese Ministry of Education regarding the Number of Female Educational Personnel and Full-time Teachers of Schools by Type and Level indicate that females constitute 97.78% of the full-time teaching workforce at the preschool level (MOE, 2021). Consequently, the selection of participants for this study is representative of the broader demographic trends within the field. They had 6, 7, and 15 years of experience, respectively. All participants were given a pseudonym (Xia, Zhu, Liu) to ensure anonymous participation.

In addition, the participants in this study included several middle school children whose parents had consented. Each of the three early childhood teachers helped the researcher recruit children in their respective classes to experience the ARISP module as a teaching and learning activity. The recruitment process began with the preschool teachers introducing the objectives of the study, the activity process, and how to participate to the children’s parents. In the first round, 35 parents were recruited who were willing to let their children experience the ARISP module. The researcher then introduced and demonstrated to the parents how the module would be implemented, assured them that there would be no conflict of interest, and answered any questions or concerns they might have about their children’s experience with the ARISP module. Young children were allowed to withdraw at any time during the participation process if they felt uncomfortable. A total of 27 parents were recruited and signed the informed consent form. The 27 recruited children were divided into three groups to experience the module. The three groups were named Class A, Class B, and Class C, as shown in the Table 1 below:

Table 1. The groups in detail.

Group	Participants	Class size	Length of teaching experiences
Class A	Xia	8	6 years
Class B	Zhu	9	7 years
Class C	Liu	8	15 years

Interview

The strategic alignment of interview scripts with primary research questions is crucial in qualitative research to maintain focus and relevance. Studies like those by Spall (1998) and Cooper (1997) emphasized the importance of this alignment, particularly in educational and evaluative settings, where peer debriefing is crucial in refining research methodologies and ensuring trustworthiness. As highlighted in these studies, open-ended questions are instrumental in eliciting detailed and descriptive responses, yielding rich, in-depth data. This approach is further reinforced by the work of Debasish et al. (2022) and Brindle et al. (2018), which demonstrated how structured debriefing sessions can significantly enhance the evaluation of learners’ experiences and outcomes in educational settings. Consequently, after the interview guide materials were refined through the peer debriefing procedure, the semi-structured interviews were conducted, centering on questions regarding the impacts of the ARISP module for teaching and learning activities on children. The semi-structured interview questions are as follows:

• Before implementing the ARISP module, what were your expectations regarding its impact on teaching and learning?

• How did the children respond to the introduction of AR technology in their learning activities?

• In what ways have you observed changes in student engagement and participation during implementing ARISP module?

• Have you noticed any improvements in children’s understanding of STEM concepts during implementing ARISP module?

• Reflecting on your experiences, what do you believe is the overall impact of the ARISP module on children’s learning in your classroom?

• Based on your experience, what improvements or changes would you suggest for the ARISP module?

Ethical considerations

Upon receiving approval from the University of Malaya Research Ethics Committee (UMREC) at the first author’s academic institution, the research team focused on recruiting potential study participants and contacted them by phone to obtain their consent. The research team provided participants with a consent form detailing the purpose of the study, the procedures involved, their rights as participants, and the confidentiality of their responses. Before data collection, researchers ensured all participants knew their right to withdraw from the study without penalty. Members of the research team endeavored to ensure that the research process was not physically, psychologically, or socially harmful to the participants. Informed consent was obtained from all individual participants in the study. All interviews were audio-recorded and transcribed with the permission of the participants. The pseudonym was used to identify all participants during interviews and data analysis.

Data analysis

In this study, thematic data analysis will be utilized via a triangulation method, combining semi-structured interviews as the primary data source with corroborative observational data. The analytic process commences with the meticulous data preparation and familiarization, progressing to open collaborative coding to identify significant features. This approach advances to the distillation and refinement of emerging themes, ensuring rigorous review for each theme’s coherence and pertinence to the posed research questions. Integrating data sources allows for cross-verification, wherein insights gleaned from interviews are substantiated by observational evidence, thereby fortifying the credibility of the findings. The culminating analysis, presented in a synthesized and coherent narrative, will embody a holistic comprehension of the research subject. This narrative will align with the initial inquiry posed and contribute novel perspectives to the field.

Results

The examination of transcribed interview data identified 98 primary codes, organized into 13 categories, and further distilled into 3 main themes. These themes include increasing enthusiasm, promoting child-centred active learning, and improving the development of digital literacy skills. Table 2 presents specific code quotations, the categories they belong to, and the overarching themes they represent.

Table 2. Themes, categories, codes quotes regarding the impacts of ARISP module for teaching and learning activity on children in China.

Theme	Category	Example of code
Increasing the enthusiasm of young children to participate in activity	Active classroom atmosphere Interactive Learning Active Participation Continuous Questioning Emotional Excitement Sustained concentration	Their parents may have told the children about the activity in advance, so they showed great excitement when they entered the classroom and kept asking me questions about it! The moment the children got the iPad, some could not wait to open the interface! The first child to scan the screen in the module was very excited and attracted the attention of other children, which also stimulated other children’s motivation. I found that children became more attentive as they explored the module independently. I found that I needed to emphasise discipline a lot, as the children were so curious about this new activity that it was hard for them to control their emotions. The children are still very interested in the module and can participate actively in the activity.
Promoting child-centered active learning	Inquiry-based learning Self-directed learning Teacher role change Physical space	More freedom for the children during activities, e.g. freedom to move around the classroom Children explore a more comprehensive range of areas and are not confined to a fixed location. I found it very different from my usual organisation in that I could no longer control the whole activity. In this activity, I was more of a supporter and gave the children more space to explore themselves. I hear more questions about why from the children. The children will take the initiative to try things according to their interests. There is more sharing and helping behaviour among children.
Improving the development of digital literacy skills among young children	Basic operational skill Information literacy Adaptability to new technology	Children can operate electronic equipment fluently and independently as they continue to experiment. Children are willing to learn and adapt to emerging digital tools and platforms. Some children were curious about the technological picture and were able to integrate into the activity quickly. Although this is a new technology for most children, iPads or mobile phones are familiar to children, so they can quickly adapt to the activity. Interactive features in the interface allow children to learn more about how information is interacted with. Some children were able to utilize the module quickly and effectively.

Increasing the enthusiasm of young children to participate in activity

The ARISP (Augmented reality integrated STEM preschooler) module shows promise for increasing interest and enthusiasm in STEM education among young children as an innovative teaching and learning activity. This research evaluated the impact of the ARISP module on preschoolers through researcher observation of the implementation of the module and semi-structured interviews with participants. A notable outcome observed was a marked increase in preschoolers’ eagerness to engage with this module.

The ARISP module for teaching and learning activity offers a novel and captivating approach to science and technology learning that enhances young children’s participation in STEM activities. The ARISP module for teaching and learning activity combines STEM and AR technology in an activity that captures young children’s attention and stimulates their interest in exploring the solar system. The module allows young children to learn through visual, auditory, and tactile senses, providing a comprehensive, immersive learning experience. This interactive method has been observed to elevate engagement and motivation in STEM learning. In addition, the anthropomorphic design of the planets in the ARISP module for teaching and learning activity was loved by young children. The effectiveness of these design choices is reflected in the following excerpt from an interview with preschool teachers:

The children are excited about using the iPads in teaching and learning activity. It was nice to be able to use the electronic devices independently and explore the ARISP module. (Xia)

The design of the cartoon images of the planets is very appealing to young children and can meet the cognitive characteristics of young children’s development. (Liu)

In contrast to traditional classroom activity, I could sense that the children were curious about this activity, and each child could participate actively. (Zhu)

The interactive approach in the module engages young children more deeply than traditional learning methods, encouraging active participation and exploration. (Liu)

The perspectives from semi- structured with preschool teachers were also supported by the researcher’s observation, who revealed that the children exhibited verbal and behavioural curiosity towards the ARISP module for teaching and learning activity. Notably, children demonstrated active participation as the activity unfolded.

The ARISP module for teaching and learning activity is a location-based handheld AR module that acts as a catalyst for children to stimulate their creativity and problem-solving skills. It presents content dynamically, altering the display based on the child’s viewing angle on the iPad. This feature enables children to see different images of the solar system depending on the orientation at which they scan their device. The discovery that their iPads show content differing from their peers’ triggers inquiry and collaborative problem-solving. Manifested through seeking assistance from peers or teacher, attempting to capture alternative solar system views, and sharing findings, this process propels children towards repeated explorations. Ultimately, they achieve solutions and experience a sense of accomplishment, which in turn intensifies their enthusiasm for STEM-related activities.

Promoting child-centered active learning

The ARISP module for teaching and learning activity is designed to integrate AR technology into STEM education, thereby kindling young children’s fascination with the solar system’s eight planets. A primary advantage of the ARISP module for teaching and learning activity is that its promotion of active, child-centred learning, encouraging young children to engage directly with the content. This approach empowers young children to actively explore and discover new knowledge, positioning them as autonomous participants in their educational journey. Such independence is crucial in early childhood education, as it fosters self-reliance, confidence, and self-motivation. The positive effects of the ARISP module for teaching and learning activity in promoting active learning are evident from observations and feedback obtained through interviews with preschool teachers who have been implementing the module in their classrooms.

I felt that the module had a noticeable impact on the children’s enthusiasm and willingness to engage in the activities; for example, the children were enthusiastic and motivated to explore AR technology and learn about the planets. And will initiate and share their findings and observations with their peers. (Zhu)

Young children have more opportunities for self-exploration in this learning process. And the teacher more often than not plays the role of a supporter in the learning process of young children.’ (Liu)

This module was a unique learning experience for the children. They are actively exploring and discovering the knowledge in this module rather than passively having to take it in.(Xia)

Moreover, the ARISP module for teaching and learning activity foster active learning by prompting children to assume leadership roles and engage in peer collaboration. During the implementation of the module, the researcher noted an increase in children’s confidence and autonomy as they navigated AR technology. They began to direct their own learning by inquiring, observing and disseminating their discoveries among their peers, gradually evolving into leaders who actively participate in their educational experiences and motivate others to do likewise.

The impact of the ARISP module for teaching and learning activity on children’s active learning is further manifested in the development of foundational skills such as problem-solving, critical thinking, and collaboration work. With the ARISP module for teaching and learning activity, children are encouraged to explore the planetary concepts in a manner that is both enjoyable and intellectually stimulating, leveraging their creativity and innovation. It also cultivates collaborative efforts, where children are urged to exchange ideas and viewpoints to attain a comprehensive understanding of planetary characteristics. Such collaborative learning environments are instrumental in honing vital social and emotional competencies, including communication, teamwork, and empathy, all of which are essential for academic and extracurricular success.

Improving the development of digital literacy skills among young children

The integration of AR technology in early childhood education via the ARISP module for teaching and learning activity opens novel avenues for cultivating digital literacy among young children. In the contemporary era, where technological pervades nearly all facets of life, such integration is paramount. The ARISP module for teaching and learning activity significantly impacts preschoolers by promoting the development of digital literacy skills. It establishes an interactive and immersive learning environment that familiarizes young children with digital tools and media. Some examples of this captured in the following excerpt:

This module creates a sense of familiarity and comfort with digital tools and interfaces in young children when interacting with digital content tangibly, and they will be more willing to engage in the activity. (Xia)

I feel that this is not only an interactive and engaging way to learn about STEM, but it also encourages children to explore digital technology more eagerly, thus developing digital literacy. (Zhu)

The children are actually developing some basic digital skills when using the iPad to manipulate the module, such as understanding icon symbols and interacting with digital content, which are the foundations of digital literacy. (Liu)

The ARISP module for teaching and learning activity supports to development of confidence and a positive attitude toward technology in young children. It provides a fun and engaging environment where young children can explore and learn independently. This experience helps build their confidence and instills curiosity, encouraging them to continue exploring and learning about technology. In addition, the ARISP module for teaching and learning activity allows young children to interact and manipulate virtual objects in three-dimensional context, which is instrumental in advancing their digital literacy skills. This interaction not only augments spatial awareness, a crucial component of digital literacy skills, but also aids young children in understanding the interplay between the physical and digital realms.

The ARISP module for teaching and learning activity has significantly impacted preschooler by promoting the development of digital literacy skills. It is acknowledged as an influential resource that encourage the development of young children’s digital literacy skills and provide them with a strong foundation for future learning. Overall, educators in the preschool sector are generally positive about the impact of the ARISP module for teaching and learning activity on early childhood education, believing it holds promise for elevating the quality of educational experiences for young learners.

Discussion and conclusion

The ARISP module for teaching and learning activity has shown significant potential in increasing young children’s enthusiasm and engagement in STEM education, embodying the transformative capacity of augmented reality in this field. This aligns with research by Wu et al. (2013) and Masmuzidin and Aziz (2018), which found that the AR’s immersive qualities captivate young learners more effectively than traditional teaching and learning methods, thereby heightening curiosity and a stronger desire to explore educational content. Similarly, Akçayır and Akçayır (2017) also emphasized that interactive features of AR technology, such as 3D visualization and real-time feedback, foster a more hands-on and participatory learning experience. This interactive nature of AR technology not only makes learning more enjoyable for children but enhances their comprehension and retention of complex concepts.

Moreover, the ability of the ARISP module for teaching and learning activity to converge the physical and digital worlds, providing a distinctive synthesis of tactile and visual learning experiences. This multimodal learning strategy is consistent with the findings of Santos et al. (2014) and Kuzgun (2019), who posited that children, especially in their early years, benefit immensely from a combination of kinesthetic and visual stimuli. Also, introducing STEM education during the preschool period, as suggested by Chesloff (2013) and Campbell et al. (2018), has the potential to enhance children’s interests in and understanding of fundamental STEM disciplines. The ARISP module capitalizes on children’s inherent playfulness and curiosity by permitting interaction with digital objects in a real-world context, thereby rendering the learning process more natural and engaging. Furthermore, the participatory nature of the ARISP module for teaching and learning activity, where children can manipulate and control digital elements, fosters a sense of autonomy and agency. That is line with the research of Ibáñez and Delgado-Kloos (2018), who found that learners who have a sense of control over their educational experiences are likely to show increased motivation and engagement. In conclusion, the ARISP module for teaching and learning activity, with its immersive and interactive capabilities, stands as a testament to the potential of AR technology in revolutionizing early childhood education. The consistent support from contemporary literature underscores its efficacy in enhancing children’s enthusiasm and active participation in learning activities.

The ARISP module for teaching and learning activity has the capacity to stimulate young children’s interest in technology and promote the development of their digital literacy skills. The inherently immersive quality of AR technology is particularly captivating for early childhood learners. According to Chen et al. (2017), integrating AR technology in educational environments has increased children’s motivation and engagement, making the learning experience more interactive and enjoyable. The ARISP module for teaching and learning activity delivers a distinctive combination of haptic and visual learning by superimposing digital content onto the real world, enabling children to interact with and manipulate digital objects within their physical environment. That not only stimulates their curiosity but also increases their receptiveness to technology. In addition, by merging the physical with the digital, the ARISP module for teaching and learning activity provides a learning experience that makes abstract concepts more accessible. As Liu and Chu (2010) highlighted, the effectiveness of this multimodal approach, which familiarizes children with the core principles of digital technology through hands-on interaction. By controlling digital elements within their physical space, children gain an understanding of the interplay between the virtual and real worlds, building a foundation for more advanced digital literacy. The ARISP module for teaching and learning engages young learners through digital a multimedia approach, utilizing digital imagery and audio to stimulate multiple senses, including sight, sound, movement, and touch, as suggested by Dorouka et al. (2020), thus, mirroring the multifaceted nature of literacy development highlighted by McManis and Gunnewig (2012). In conclusion, AR technology has the potential to stimulate children’s interest in technology and promote the development of their digital literacy skills. As the landscape of technology perpetually advances, the role of immersive AR technology in reshaping the educational experience continues to expand.

A pivotal discovery was that during the implementation of the module, the researcher and preschool teachers consistently found that the ARISP module for teaching and learning activity facilitated the active child-centred learning process. As defined by Bonwell and Eison (1991), active learning as the approach where students directly engaging in the learning process, as opposed to passively absorbing information. The essence of early STEM education is to cultivate independent learners with interactive, learner-centred pedagogy (Campbell & Speldewinde, 2022). With its immersive and interactive features, the ARISP module for teaching and learning activity naturally aligns with this pedagogical approach. As children interact with the module, they transition from passive observers to dynamic participants - exploring, manipulating, and interacting with the AR content. This hands-on engagement ensures that learning is not just a cognitive process but a tactile and kinesthetic one. At the same time, it confirms Ajit’s (2021) suggestion that AR can enable student-centred learning.

The child-centered approach, a foundational principle of early childhood education as advocated by Piaget (1973) and Vygotsky and Cole (1978), posited that children learn most effectively when they are the focal point of their educational experiences. The ARISP module for teaching and learning activity is well-aligned with this educational philosophy. It provides children with the opportunity to take charge of their interactions with the AR content, thereby granting them autonomy in their educational endeavors. This empowerment not boosts their confidence but also fosters a sense of curiosity and a desire for exploration. Preschool teachers have observed a noticeable increase in children’s enthusiasm and engagement with implementation of the ARISP module, with children becoming more inquisitive and inclined to investigate beyond the initial scope of content. Such innate eagerness to learn is a crucial element of successful child-centered active learning, as emphasized by Ryan and Deci (2000).

Moreover, the cooperative aspect inherent in many of the ARISP module for teaching and learning activity further promotes active learning in STEM education. The collaborative engagement, where children discuss their findings, share insights, and solve problem collectively, reflects Vygotsky and Cole (1978) concept of social constructivism. In conclusion, the efficacy of the ARISP module for teaching and learning activity in promoting child-centered active learning is not merely coincidental but indicative of the extensive possibilities that advanced technologies like AR hold for transforming early childhood STEM education. The consistent observations of the researcher and preschool teachers underscore the module’s efficacy in this regard, pointing towards a promising direction for future educational innovations.

Recommendations

Despite the encouraging results observed in this study, we recognize the importance of ongoing research to validate further and extend our findings. Areas for future investigation might include the effectiveness of augmented reality technology in promoting digital literacy skills and STEM education for preschoolers. Future research could investigate the long-term impact of the ARISP module for teaching and learning activity on young children’s learning outcomes. Due to its transformative potential, augmented reality technology can enhance the learning experience in different areas of education. Augmented reality’s immersive and interactive capabilities can create an engaging and contextually rich learning environment that meets early childhood learners’ diverse learning needs and styles. By expanding the use of augmented reality beyond STEM, researchers can fully understand its impact and discover innovative strategies for developing essential skills and competencies for early learners, thus providing a solid foundation for lifelong learning and adaptation to evolving educational environments.

Future research should consider broadening the exploration of augmented reality technology in preschool settings to encompass diverse regions and countries, given the importance of understanding how cultural and contextual factors affect its implementation. Educational philosophies, technological infrastructures, and resource availability differ across regions, which may significantly influence the effectiveness and suitability of ARISP module in teaching and learning activities. Recognizing these variations is crucial for customizing AR applications to satisfy distinct cultural and contextual demands, thereby enhancing their relevance and impact.

Additionally, the researchers propose that future research should examine the effectiveness of the ARISP module for teaching and learning activity over larger sample sizes and more extended periods, which is critical for a more comprehensive and in-depth understanding of its impact. Larger sample sizes will improve the generalizability of the results, while longitudinal research could reveal the sustained influence of the ARISP modules on children’s digital literacy skills and interest in STEM fields. This approach allows for a more nuanced understanding of the ongoing impact of AR technology on early childhood education, providing valuable insights into its more comprehensive implementation and refinement.

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.