Study on Parent's Acceptance of the Augmented Reality Use for Preschool Education

Parental influence on children’s development is commonly accepted as essential, while the way how parents affect preschool students’ information and communication technology (ICT) use at school needs a further exploration. This exploratory study is aimed to contribute to a better understanding of parental influence on children’s Augmented Reality (AR) use at preschool education by analyzing interview data collected from parents whose children have worked at school with both; AR didactical resources and traditional didactical resources. The study identified and organized parent ́s perspective into five components: motivation, knowledge, reading and writing, creativity and degree of satisfaction. The relationships among these components were often complex with intriguing similarities and differences among the participants. According to parents, the findings suggest that there are a lot of benefits in using a technological competitive tool based on AR: the integration of several components in order to achieve a common goal, the possibility of managing the execution of the exercises in several contexts, or the system availability. © 2013 The Authors. Published by Elsevier B.V. Selection and/or peer-review under responsibility of the programme committee of the 2013 International Conference on Virtual and Augmented Reality in Education.