An Investigation of the Effectiveness of Augmented Reality Technology Supported English Language Learning Activities on Preschool Children

References

• Akçayır, M., & Akçayır, G. (2016). The effect of augmented reality applications in foreign language learning on vocabulary learning and retention. Kafkas University Journal of the Institute of Social Sciences, 2016(18), 331–345. https://doi.org/10.9775/kausbed.2016.017
   Google Scholar
• Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
   Web of Science ®Google Scholar
• Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42(2), 239–273. https://doi.org/10.1017/s030500091400049x
   PubMed Web of Science ®Google Scholar
• Atwood-Blaine, D., & Huffman, D. (2017). Mobile gaming and student interactions in a science center: The future of gaming in science education. International Journal of Science and Mathematics Education, 15(S1), 45–65. https://doi.org/10.1007/s10763-017-9801-y
   Google Scholar
• Aydoğdu, F. (2021). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2), 326–348. https://doi.org/10.1111/bjet.13168
   Web of Science ®Google Scholar
• Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355
   Web of Science ®Google Scholar
• Bacca, J., Baldiris, S., Fabregat, R., & Kinshuk. (2018). Insights into the factors influencing student motivation in augmented reality learning experiences in vocational education and training. Frontiers in Psychology, 9, 1486. https://doi.org/10.3389/fpsyg.2018.01486
   PubMed Web of Science ®Google Scholar
• Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17(17), 6371. https://doi.org/10.3390/ijerph17176371
   PubMed Web of Science ®Google Scholar
• Brito, R., Dias, P., & Oliveira, G. (2018). Young children, digital media and smart toys: How perceptions shape adoption and domestication. British Journal of Educational Technology, 49(5), 807–820. https://doi.org/10.1111/bjet.12655
   Web of Science ®Google Scholar
• Brünken, R., Plass, J. L., & Moreno, R. (2010). (Eds.) Current issues and open questions in cognitive load research. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 253–272). Cambridge University Press. https://doi.org/10.1017/CBO9780511844744.014
   Google Scholar
• Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536–544. https://doi.org/10.1016/j.compedu.2013.02.017
   Web of Science ®Google Scholar
• Burns, T., & Gottschalk, F. (2019). Educating 21st century children: Emotional well-being in the digital age. Educational Research and Innovation. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France
   Google Scholar
• Bursali, H., & Yilmaz, R. M. (2019). Effect of augmented reality applications on secondary school students reading comprehension and learning permanency. Computers in Human Behavior, 95, 126–135. https://doi.org/10.1016/j.chb.2019.01.035
   Web of Science ®Google Scholar
• Ceyhan, E. (2007). Foreign language teaching technology. Morpa.
   Google Scholar
• Çevik, G., Yılmaz, R. M., Göktaş, Y., & Gülcü, A. (2017). Learning English word with augmented reality for preschool education. Journal of Instructional Technologies and Teacher Education, 6(2), 50–57. https://dergipark.org.tr/tr/download/article-file/347160
   Google Scholar
• Chang, Y. S., Chen, C. N., & Liao, C. L. (2020). Enhancing English-learning performance through a simulation classroom for EFL students using augmented reality-a junior high school case study. Applied Sciences (Switzerland), 10(21), 7854. https://doi.org/10.3390/app10217854
   Web of Science ®Google Scholar
• Chen, P., Liu, X., Cheng, W., & Huang, R. (2017). A review of using augmented reality in education from 2011 to 2016. In Innovations in Smart Learning (pp. 13–18). Springer. https://doi.org/10.1007/978-981-10-2419-1_2
   Google Scholar
• Chen, R. W., & Chan, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812–1831. https://doi.org/10.1177/0735633119854028
   Web of Science ®Google Scholar
• Chen, S. Y., & Liu, S. Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111, 106418. https://doi.org/10.1016/j.chb.2020.106418
   Web of Science ®Google Scholar
• Chen, Y., Wang, Q., Chen, H., Song, X., Tang, H., & Tian, M. (2019). An overview of augmented reality technology. Journal of Physics: Conference Series, 1237(2), 022082. https://doi.org/10.1088/1742-6596/1237/2/022082
   Google Scholar
• Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449–462. https://doi.org/10.1007/s10956-012-9405-9
   Web of Science ®Google Scholar
• Cipresso, P., Giglioli, I. A. C., Raya, M. A., & Riva, G. (2018). The past, present, and future of virtual and augmented reality research: A Network and cluster analysis of the literature. Frontiers in Psychology, 9, 2086. https://doi.org/10.3389/fpsyg.2018.02086
   PubMed Web of Science ®Google Scholar
• Creswell, J. W., Klassen, A. C., Plano-Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences (pp. 541–545). National Institutes of Health, 2013.
   Google Scholar
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
   Google Scholar
• Dalim, C. S. C., Sunar, M. S., Dey, A., & Billinghurst, M. (2020). Using augmented reality with speech input for non-native children’s language learning. International Journal of Human-Computer Studies, 134, 44–64. https://doi.org/10.1016/j.ijhcs.2019.10.002
   Web of Science ®Google Scholar
• Dardanou, M., Unstad, T., Brito, R., Dias, P., Fotakopoulou, O., Sakata, Y., & O’Connor, J. (2020). Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan. Journal of Early Childhood Literacy, 20(3), 551–573. https://doi.org/10.1177/1468798420938445
   Web of Science ®Google Scholar
• Demir, N. (2007). Comparison of computer assisted and traditional teaching methods in teaching colour concept to preschool students. No 211529 [Master’s thesis]. Selçuk University- Konya. Council of Higher Education National Thesis Centre.
   Google Scholar
• Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596. https://doi.org/10.1016/j.compedu.2012.03.002
   Web of Science ®Google Scholar
• Erbaş, Ç., & Demirer, V. (2014). Augmented reality applications in education: The example of google glass. Journal of Instructional Technologies and Teacher Education, 3(2), 8–16. https://dergipark.org.tr/tr/download/article-file/231319
   Google Scholar
• Fan, M., Antle, A. N., & Warren, J. L. (2020). Augmented reality for early language learning: A systematic review of augmented reality application design, instructional strategies, and evaluation outcomes. Journal of Educational Computing Research, 58(6), 1059–1100. https://doi.org/10.1177/0735633120927489
   Web of Science ®Google Scholar
• Fraenkel, J., Wallen, N., & Hyun, H. (2018). How to design and evaluate research in education (10th ed.). McGraw-Hill.
   Google Scholar
• Garzón, J., Pavón, J., & Baldiris, S. (2017). Augmented reality applications for education: Five directions for future research. In Augmented reality, virtual reality, and computer graphics: 4th International Conference, AVR 2017, Ugento, Italy, June 12–15, 2017, Proceedings, Part I 4 (pp. 402–414). Springer International Publishing.
   Google Scholar
• Garzón, J., Baldiris, S., Gutiérrez, J., Pavón, J., & Kinshuk, (2020). How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. Educational Research Review, 31, 100334. https://doi.org/10.1016/j.edurev.2020.100334
   Web of Science ®Google Scholar
• Garzón, J. (2021). An overview of twenty-five years of augmented reality in education. Multimodal Technologies and Interaction, 5(7), 37. https://doi.org/10.3390/mti5070037
   Google Scholar
• Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439. https://doi.org/10.1016/j.compedu.2013.06.005
   Web of Science ®Google Scholar
• Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2018). Applications of augmented reality in ınformal science learning sites: A review. Journal of Science Education and Technology, 27(5), 433–447. https://doi.org/10.1007/s10956-018-9734-4
   Web of Science ®Google Scholar
• Gopalan, V., Bakar, J. A. A., & Zulkifli, A. N. (2017). A brief review of augmented reality science learning. AIP Conference Proceedings, 189(1), 020044. https://doi.org/10.1063/1.5005377
   Google Scholar
• He, Z., Wu, L., & Li, X. R. (2018). When art meets tech: The role of augmented reality in enhancing museum experiences and purchase intentions. Tourism Management, 68, 127–139. https://doi.org/10.1016/j.tourman.2018.03.003
   Web of Science ®Google Scholar
• Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. https://doi.org/10.1371/journal.pone.0199959
   PubMed Web of Science ®Google Scholar
• Hsieh, M. C., & Lee, J. S. (2008). AR marker capacity increasing for kindergarten English learning. In Proceedings of the International MultiConference of Engineers and Computer Scientists IMECS.
   Google Scholar
• Ibáñez, M. B., Uriarte-Portillo, A., Zatarain-Cabada, R., & Barrón, M. L. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers & Education, 145, 103734. https://doi.org/10.1016/j.compedu.2019.103734
   Web of Science ®Google Scholar
• Karakus, M., Ersozlu, A., & Clark, A. C. (2019). Augmented reality research in education: A bibliometric study. EURASIA Journal of Mathematics, Science and Technology Education, 15(10), em1755. https://doi.org/10.29333/ejmste/103904
   Google Scholar
• Kayalar, M. T., & Baran, G. (2021). Analysis of studies on augmented reality in science education. Caucasian Journal of Science, 8(2), 123–138. https://doi.org/10.48138/cjo.1002840
   Google Scholar
• Köprülü, F., & Öznacar, B. (2019). Analysis of university students’ attitudes towards distance learning in foreign language education based on various variables. BRAIN – Broad Research in Artificial Intelligence and Neuroscience, 10(1), 123–128. https://brain.edusoft.ro/index.php/brain/article/view/888
   Web of Science ®Google Scholar
• Küçük, S., Yilmaz, R. M., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education & Science, 39(176), 393–404. https://doi.org/10.15390/EB.2014.3595
   Web of Science ®Google Scholar
• Law, E. L. C., & Heintz, M. (2021). Augmented reality applications for K-12 education: A systematic review from the usability and user experience perspective. International Journal of Child-Computer Interaction, 30, 100321. https://doi.org/10.1016/j.ijcci.2021.100321
   Google Scholar
• Lawson-Adams, J., & Dickinson, D. K. (2021). Building lexical representations with nonverbal supports. Reading Research Quarterly, 56(3), 603–622. https://doi.org/10.1002/rrq.326
   Web of Science ®Google Scholar
• Lee, J., Kim, H. C., Choi, J. W., & Lee, I. H. (2017). A review on 3D printed smart devices for 4D printing. International Journal of Precision Engineering and Manufacturing-Green Technology, 4(3), 373–383. https://doi.org/10.1007/s40684-017-0042-x
   Web of Science ®Google Scholar
• Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13–21. https://doi.org/10.1007/s11528-012-0559-3
   Google Scholar
• Liu, P. H. E., & Tsai, M. K. (2013). Using augmented-reality-based mobile learning material in EFL English composition: An exploratory case study. British Journal of Educational Technology, 44(1), E1–E4. https://doi.org/10.1111/j.1467-8535.2012.01302.x
   Web of Science ®Google Scholar
• López-Belmonte, J., Moreno-Guerrero, A. J., López-Núñez, J. A., & Hinojo-Lucena, F. J. (2023). Augmented reality in education. A scientific mapping in web of science. Interactive Learning Environments, 31(4), 1860–1874. https://doi.org/10.1080/10494820.2020.1859546
   Google Scholar
• López-Faican, L., & Jaen, J. (2020). Emofindar: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education, 149, 103814. https://doi.org/10.1016/j.compedu.2020.103814
   Web of Science ®Google Scholar
• Majeed, Z. H., & Ali, H. A. (2020). A review of augmented reality in educational applications. International Journal of Advanced Technology and Engineering Exploration, 7(62), 20–27. https://doi.org/10.19101/IJATEE.2019.650068
   Google Scholar
• Marsh, J., Mascheroni, G., Carrington, V., Árnadóttir, H., Brito, R., Dias, P., Kupiainen, R., & Trueltzsch-Wijnen, C. (2017). The Online and offline digital literacy practices of young children: A review of the literature. Tampere University Commissioned Report.
   Google Scholar
• Martínez, A. A., Benito, J. R., González, E. A., & Ajuria, E. B. (2017). An experience of the application of augmented reality to learn English in infant education [Paper presentation]. In 2017 International Symposium on Computers in Education (SIIE) (pp. 1–6). IEEE. https://doi.org/10.1109/SIIE.2017.8259645
   Google Scholar
• Mayer, R. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
   Google Scholar
• Mayer, R. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
   Web of Science ®Google Scholar
• McMillan, J., & Schumacher, S. (2014). Research in Education James McMillan Sally Schumacher. In Pearson Ed ed. J. McMillan & S. Schumacher (eds.). United States of America: Pearson New International Edition Research in Education Evidence Based Inquiry., 159–163.
   Google Scholar
• Miles, K. P., & Ehri, L. C. (2017). Learning to read words on flashcards: Effects of sentence contexts and word class in native and nonnative English-speaking kindergartners. Early Childhood Research Quarterly, 41, 103–113. https://doi.org/10.1016/j.ecresq.2017.06.001
   Web of Science ®Google Scholar
• Motahar, T., Fatema, T., & Das, R. (2018). Bornomala AR-bengali learning experience using augmented reality. İn Proceedings of the 20th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct (pp. 182–188). Association for Computing Machinery. https://doi.org/10.1145/3236112.3236138
   Google Scholar
• Mulvey, K. L., Miller, B., & Rizzardi, V. (2017). Gender and engineering aptitude: Is the color of science, technology, engineering, and math materials related to children’s performance? Journal of Experimental Child Psychology, 160, 119–126. https://doi.org/10.1016/j.jecp.2017.03.006
   PubMed Web of Science ®Google Scholar
• Muñoz, C., & Spada, N. (2019). Foreign language learning from early childhood to young adulthood. InA. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 233–249). Cambridge University Press.
   Google Scholar
• Nezhyva, L. L., Palamar, S. P., Lytvyn, O. S. (2020). Perspectives on the use of augmented reality within the linguistic and literary field of primary education. In CEUR Workshop Proceedings (pp. 297–311). RWTH Aachen University.
   Google Scholar
• Omurtak, E., & Zeybek, G. (2022). The effect of augmented reality applications in biology lesson on academic achievement and motivation. Journal of Education in Science, Environment and Health, 8(1), 55–74. https://doi.org/10.21891/jeseh.1059283
   Google Scholar
• Oranç, C., & Küntay, A. C. (2019). Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood. International Journal of Child-Computer Interaction, 21, 104–111. https://doi.org/10.1016/j.ijcci.2019.06.002
   Google Scholar
• Palaiologou, I. (2014). Children under five and digital technologies: Implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876
   Web of Science ®Google Scholar
• Palmarini, R., Erkoyuncu, J. A., Roy, R., & Torabmostaedi, H. (2018). A systematic review of augmented reality applications in maintenance. Robotics and Computer-Integrated Manufacturing, 49, 215–228. https://doi.org/10.1016/j.rcim.2017.06.002
   Web of Science ®Google Scholar
• Pan, Z., López, M., Li, C., & Liu, M. (2021). Introducing augmented reality in early childhood literacy learning. Research in Learning Technology, 29(2021), 1–21. https://doi.org/10.25304/rlt.v29.2539
   Web of Science ®Google Scholar
• Parhizkar, B., Islam, M., Lashkari, A., Abdullas-Al-Jubair, M., Gebril, Z., & Zarrabi, M. (2012). Simulation of ınvestigating the earth and universe using ınteractive mobile augmented reality based on smart evaluation. Proceedings of the International Multi Conference of Engineers and Computer Scientists, 1, 656–659.
   Google Scholar
• Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state-of-the-art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861–875. https://doi.org/10.1111/jcal.12486
   Web of Science ®Google Scholar
• Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329–346. https://doi.org/10.1007/s10055-018-0347-2
   Web of Science ®Google Scholar
• Pu, M., & Zhong, Z. (2018). Development of a situational interaction game for improving preschool children’ performance in English vocabulary learning. In Proceedings of the 2018 İnternational Conference on Distance Education and Learning (pp. 88–92). ACM. https://doi.org/10.1145/3231848.3231851
   Google Scholar
• Radu, L. (2012). Why should my students use AR? A comparative review of the educational impacts of augmented-reality. In Proceedings from the 2012 IEEE International Symposium on Mixed and Augmented Reality (ISMAR), Atlanta, GA (pp. 313–314). The Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/ISMAR.2012.6402590
   Google Scholar
• Rambli, D. R. A., Matcha, W., & Sulaiman, S. (2013). Fun learning with AR alphabet book for preschool children. Procedia Computer Science, 25, 211–219. https://doi.org/10.1016/j.procs.2013.11.026
   Google Scholar
• Redondo, B., Cózar-Gutiérrez, R., González-Calero, J. A., & Sánchez Ruiz, R. (2020). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal, 48(2), 147–155. https://doi.org/10.1007/s10643-019-00999-5
   Web of Science ®Google Scholar
• Rizk, J., & Hillier, C. (2021). Everythings technology now: The role of technology in home-and school-based summer learning activities in Canada. Journal of Children and Media, 15(2), 272–290. https://doi.org/10.1080/17482798.2020.1778498
   Web of Science ®Google Scholar
• Roopa, D., Prabha, R., & Senthil, G. A. (2021). Revolutionizing education system with interactive augmented reality for quality education. Materials Today: Proceedings, 46(9), 3860–3863. https://doi.org/10.1016/j.matpr.2021.02.294
   Google Scholar
• Safar, A., Al-Jafar, A., & Al-Yousefi, Z. (2016). The Effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the state of Kuwait. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 417–440. https://doi.org/10.12973/eurasia.2017.00624a
   Web of Science ®Google Scholar
• Safar, A., Al-Jafar, A., & Al-Yousefi, Z. (2017). The Effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the state of Kuwait. EURASIA Journal of Mathematics, Science and Technology, Education, 13(2), 417–440. https://doi.org/10.12973/eurasia.2017.00624a
   Web of Science ®Google Scholar
• Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints. Current Directions in Psychological Science, 12(4), 110–114. https://doi.org/10.1111/1467-8721.01243
   Web of Science ®Google Scholar
• Santos, M. E. C., Lübke, A. I. W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11(1), 4. https://doi.org/10.1186/s41039-016-0028-2
   PubMedGoogle Scholar
• Saville-Troike, M., & Barto, K. (2017). Introducing second language acquisition. Cambridge University Press.
   Google Scholar
• Sırakaya, M., & Alsancak-Sırakaya, D. (2018). Trends in educational augmented reality studies: A systematic review. Malaysian Online Journal of Educational Technology, 6(2), 60–74. https://doi.org/10.17220/mojet.2018.02.005
   Google Scholar
• Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59–68. https://doi.org/10.1016/j.compedu.2014.07.013
   Web of Science ®Google Scholar
• Smith, S., Carlo, M., Park, S., & Kaplan, H. (2023). Exploring the promise of Augmented Reality for dual language vocabulary learning among bilingual children: A case study. CALICO Journal, 40(1), 91–112. https://doi.org/10.1558/cj.22757
   Web of Science ®Google Scholar
• Sulistiyo, U., Haryanto, E., Widodo, H. P., & Elyas, T. (2019). The portrait of primary school English in Indonesia: Policy recommendations. International Journal of Primary, Elementary and Early Years Education, 48(8), 945–959. https://doi.org/10.1080/03004279.2019.1680721
   Google Scholar
• Sun, H., & Yin, B. (2022). Vocabulary development in early language education. In M. Schwartz (Eds.), Handbook of early language education. Springer.
   Google Scholar
• Tomi, A. B., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123–130. https://doi.org/10.1016/j.procs.2013.11.015
   Google Scholar
• Turan, Z., Meral, E., & Sahin, I. F. (2018). The impact of mobile augmented reality in geography education: Achievements, cognitive loads and views of university students. Journal of Geography in Higher Education, 42(3), 427–441. https://doi.org/10.1080/03098265.2018.1455174
   Web of Science ®Google Scholar
• Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240–248. https://doi.org/10.1016/j.chb.2015.07.040
   Web of Science ®Google Scholar
• Yilmaz, R. M., Topu, F. B., & Takkaç-Tulgar, A. (2022). An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning. Education and Information Technologies, 27(5), 6989–7017. https://doi.org/10.1007/s10639-022-10916-w
   Web of Science ®Google Scholar
• Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119–140. https://doi.org/10.18785/jetde.0401.10
   Google Scholar
• Walker, D., Sepulveda, S., Hoff, E., Rowe, M. L., Schwartz, I., Dale, P., Peter-Son, C., Diamond, K., Goldin-Meadow, S., Levine, S., Wasik, B., Horm, D., & Bigelow, K. (2020). Language intervention research in early childhood care and education: A systematic survey of the literature. Early Childhood Research Quarterly, 50(1), 68–85. https://doi.org/10.1016/j.ecresq.2019.02.010
   Web of Science ®Google Scholar
• Wang, C. H. (2017). Exploring children’s preferences and perceptions of picture book illustrations using wearable EEG headsets. World Transactions on Engineering and Technology Education, 15(3), 212–216.
   Google Scholar
• Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet (London, England), 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30547-X
   PubMed Web of Science ®Google Scholar
• Wang, R. (2022). Application of augmented reality technology in children’s picture books based on educational psychology. Frontiers in Psychology, 13, 782958. https://doi.org/10.3389/fpsyg.2022.782958
   PubMed Web of Science ®Google Scholar
• Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
   Web of Science ®Google Scholar
• Zhou, F., Duh, H. B.-L., & Billinghurst, M. (2008). Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. In Proceedings of the 7th IEEE/ACM International Symposium on Mixed and Augmented Reality (pp. 193–202). IEEE Computer Society.
   Google Scholar