Application of the Tablet-based AR in Preschooler’s Science Education

With the increasing growing interest in emerging technologies in education, augmented reality (AR) is used in diversified educational fields to support students’ learning. However, there are few studies on the application of AR in preschool children’s science education. This study aimed at exploring the effect of tablet-based AR application on preschool children’s science learning achievement, interaction level, and immersion in the process of science learning in the context of the classroom setting. The study used a quasi-experimental approach, using a pretest and posttest to measure learning achievement, a scale to measure children’s immersion, and observation cards to measure children’s interaction levels. The 40 kindergarten students from two classes were randomly divided into experimental and control groups. The experimental group used tablet-based AR app to learn science lessons, and the control group learned the same material through traditional teaching methods. The results showed that students who used tablet-based AR app had significantly higher science learning performance compared to students who learned through traditional methods. In addition, children who used AR app in the classroom had a high level of interaction, and their level of classroom interaction had a strong correlation with academic performance.