Introducing augmented reality in early childhood literacy learning

Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR early childhood contexts are underrepresented and especially scant in literacy domain. Aiming to measure impact of on learning motivation domain, this study brought application six pre-kindergarten classrooms by introducing three experimental centre while others engaged with a two-dimensional (2D) version same material. Bayesian analysis revealed rapid letter naming rates grew for all children involved study. It increased 6.28% among group 3.35% control 2D group. Growth was similar (11.5%) (10.9%) groups. These findings suggest three-dimensional images letters might help skills, animations available both versions may be reason increases motivation. Teacher interviews presented positive views towards AR, instructional implications were provided teachers incorporating classrooms.