An Investigation of Pre-School Children’s Interactions with Augmented Reality Applications
Selma Albayrak, Rabia Meryem Yılmaz
Abstract
In this study, interactions of pre-school children with the augmented reality (AR) applications have been examined in terms of student-material, student-teacher and student-student dimensions. For this study, an embedded mixed design has been preferred. The sample has consisted of 25 children in the age range of 5–6. It is determined that there are significant differences in the interactions of pre-school children in entertaining and educational AR applications. However, there is no significant difference in educational AR activities with limited and flexible interaction. In addition, there are significant differences between children in student-material, student-teacher, student-student and total interaction levels. It is also revealed that children generally enjoy using AR application and love it and want to use it again. In this context, this study is expected to guide teachers or program designers in creating interactive environments or materials with AR technology.