UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| This study developed and used a mobile Augmented Reality (AR) reading kit to help preschool students recognize alphabets and read simple words more effectively. This study was based on the quantitative approach involving an experimental methodology that used a one-group pretest-posttest design. In this study, the variables of interest to be measured were students' reading skills, motivation, and self-learning. The learning treatment involved a series of reading sessions using the novel learning application that spanned three weeks, with each session lasting for two hours. The sample of this study comprised 60 preschool students, whose ages ranged from four to six, who were selected from three different preschools. The effectiveness of the novel-reading kit was evaluated in terms of students' learning performance, learning motivation in reading, and self-learning. The data for the former were gathered from pre-testing and post-testing. At the same time, a survey was administered to the students to elicit their opinions and feedback on the last two factors. Furthermore, all descriptive and inferential statistical procedures have been selected to analyze the data. Specifically, a one-way analysis of variance (ANOVA) was applied to analyze the data, which demonstrated significant differences in the students' reading skills, motivation, and self-learning before and after the learning interventions. These findings showed the students could recognize alphabets more accurately, read simple words more intelligently, become more motivated to read and be highly engaged in self-learning using the mobile AR reading kit. ? 2021. All Rights Reserved. |
| References |
Abd Majid, N. A., Arshad, H., & Yunus, F. (2018). Children and teacher's interaction for english PreLiteracy using mobile augmented reality. Int.J.Educ, 3(15), 71-78. Retrieved from www.scopus.com Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Ibrahim Alzahrani, A., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66 doi:10.1016/j.stueduc.2020.100876 Arts, I., Fischer, A., Duckett, D., & van der Wal, R. (2021). Information technology and the optimisation of experience – the role of mobile devices and social media in human-nature interactions. Geoforum, 122, 55-62. doi:10.1016/j.geoforum.2021.03.009 Aubakirova, R. Z., Kabzhanova, G. A., Вelenko, O. G., Pigovayeva, N. Y., & Kostyunina, A. A. (2021). Consideration of the basic competencies of a preschool teacher in curriculum modernization. International Journal of Cognitive Research in Science, Engineering and Education, 9(1), 91-103. doi:10.23947/2334-8496-2021-9-1-91-103 Baker, S. K., Santiago, R. T., Masser, J., Nelson, N. J., & Turtura, J. (2018). The alphabetic principle: From phonological awareness to reading words. improving literacy brief. Natl.Cent.Improv.Lit, Retrieved from www.scopus.com Barkhaya, N. M. M., Halim, N. D. A., & Yahaya, N. (2018). The importance of augmented reality application for children’s development during preschool years. Advanced Science Letters, 24(11), 7935-7938. Retrieved from www.scopus.com Birt, J., & Vasilevski, N. (2019). Piloting mobile mixed reality to enhance building information modelling delivery in construction education. Paper presented at the ASCILITE 2019 - Conference Proceedings - 36th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Personalised Learning. Diverse Goals. One Heart. 365-369. Retrieved from www.scopus.com Blut, C., Blut, T., & Blankenbach, J. (2019). CityGML goes mobile: Application of large 3D CityGML models on smartphones. International Journal of Digital Earth, 12(1), 25-42. doi:10.1080/17538947.2017.1404150 Brannon Barhorst, J., McLean, G., Shah, E., & Mack, R. (2021). Blending the real world and the virtual world: Exploring the role of flow in augmented reality experiences. Journal of Business Research, 122, 423-436. doi:10.1016/j.jbusres.2020.08.041 Buchner, J., Buntins, K., & Kerres, M. (2021). A systematic map of research characteristics in studies on augmented reality and cognitive load. Comput.Educ.Open, 2 Retrieved from www.scopus.com Cambaz, H. Z., & Ünal, G. (2021). Does student’s cognitive flexibility decrease during pandemic? A new approach to measure cognitive flexibility. International Journal of Cognitive Research in Science, Engineering and Education, 9(1), 13-22. doi:10.23947/2334-8496-2021-9-1-13-22 Chandini Pendit, U., Zaibon, S. B., & Abu Bakar, J. A. (2015). Conceptual model of mobile augmented reality for cultural heritage site towards enjoyable informal learning aspect. Jurnal Teknologi, 77(29), 123-129. doi:10.11113/jt.v77.6847 Che Dalim, C. S., 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. doi:10.1016/j.ijhcs.2019.10.002 Chen, C. -., Chun, C. S., Lee, P. -., & Wu, F. -. (2007). Augmented interface for children chinese learning. Paper presented at the Proceedings - the 7th IEEE International Conference on Advanced Learning Technologies, ICALT 2007, 268-270. doi:10.1109/ICALT.2007.76 Retrieved from www.scopus.com Cheng, K. -., & Tsai, C. -. (2014). Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. Computers and Education, 72, 302-312. doi:10.1016/j.compedu.2013.12.003 Dascalu, M. -., Ruseti, S., Dascalu, M., McNamara, D. S., Carabas, M., Rebedea, T., & Trausan-Matu, S. (2021). Before and during COVID-19: A cohesion network analysis of students’ online participation in moodle courses. Computers in Human Behavior, 121 doi:10.1016/j.chb.2021.106780 Demetri, L., Donnelley, C. A., MacKechnie, M. C., & Toogood, P. (2021). Comparison of case-based learning and traditional lectures in an orthopedic residency anatomy course. Journal of Surgical Education, 78(2), 679-685. doi:10.1016/j.jsurg.2020.08.026 Dias, P., & Brito, R. (2021). Criteria for selecting apps: Debating the perceptions of young children, parents and industry stakeholders. Computers and Education, 165 doi:10.1016/j.compedu.2021.104134 Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870-886. doi:10.1111/j.1467-8624.2011.01576.x Drouin, M., Horner, S. L., & Sondergeld, T. A. (2012). Alphabet knowledge in preschool: A rasch model analysis. Early Childhood Research Quarterly, 27(3), 543-554. doi:10.1016/j.ecresq.2011.12.008 Hanley, G. P., Fahmie, T. A., & Heal, N. A. (2014). Evaluation of the preschool life skills program in head start classrooms: A systematic replication. Journal of Applied Behavior Analysis, 47(2), 443-448. doi:10.1002/jaba.132 Henderson, L. M., van Rijn, E., James, E., Walker, S., Knowland, V. C. P., & Gareth Gaskell, M. (2021). Timing storytime to maximize children's ability to retain new vocabulary. Journal of Experimental Child Psychology, 210 doi:10.1016/j.jecp.2021.105207 Hsieh, M. C., & Lee, J. S. (2008). AR marker capacity increasing for kindergarten english learning. International Multiconference of Engineerings and Computer Scientists, 1, 663-666. Retrieved from www.scopus.com Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal study. Early Childhood Research Quarterly, 45, 81-92. doi:10.1016/j.ecresq.2018.05.007 Karakose, T., Yirci, R., & Papadakis, S. (2021). Exploring the interrelationship between covid-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable management. Sustainability (Switzerland), 13(15) doi:10.3390/su13158654 Karakose, T., Yirci, R., Papadakis, S., Ozdemir, T. Y., Demirkol, M., & Polat, H. (2021). Science mapping of the global knowledge base on management, leadership, and administration related to COVID-19 for promoting the sustainability of scientific research. Sustainability (Switzerland), 13(17) doi:10.3390/su13179631 Kim, Y., & Smith, D. (2017). Pedagogical and technological augmentation of mobile learning for young children interactive learning environments. Interactive Learning Environments, 25(1), 4-16. doi:10.1080/10494820.2015.1087411 Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411-421. doi:10.1002/ase.1603 Kursch, M. (2021). Impact of a one-off demonstration on the use of ict in the teaching of andragogy students on their change of attitude towards the use of ict in education. International Journal of Cognitive Research in Science, Engineering and Education, 9(1), 121-134. doi:10.23947/2334-8496-2021-9-1-121-134 Lee, H. S., & Lee, J. W. (2008). Mathematical education game based on augmented reality doi:10.1007/978-3-540-69736-7_48 Retrieved from www.scopus.com Mahmood, A., Butler, B., Zen, H., & Jennings, B. (2019). Key Early Verticals, Challenges and Limitations in Implementation of Augmented Reality, Retrieved from www.scopus.com Moro, C., Smith, J., & Finch, E. (2021). Improving stroke education with augmented reality: A randomized control trial. Comput.Educ.Open, 2 Retrieved from www.scopus.com Nikolopoulou, K., Gialamas, V., & Lavidas, K. (2021). Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers' intention to use mobile internet. Comput.Educ.Open, 2, 100041. Retrieved from www.scopus.com Papadakis, S. (2021). Advances in mobile learning educational research (AMIER): Mobile learning as an educational reform. Advances in Mobile Learning Educational Research, 1(1), 1-4. Retrieved from www.scopus.com Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the realistic mathematical education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5-18. Retrieved from www.scopus.com Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1 doi:10.1016/j.ijedro.2020.100011 Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38. doi:10.1598/RRQ.45.1.2 Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71. Retrieved from www.scopus.com Rau, P. -. P., Zheng, J., & Guo, Z. (2021). Immersive reading in virtual and augmented reality environment. Information and Learning Science, 122(7-8), 464-479. doi:10.1108/ILS-11-2020-0236 Rauschnabel, P. A. (2021). Augmented reality is eating the real-world! the substitution of physical products by holograms. International Journal of Information Management, 57 doi:10.1016/j.ijinfomgt.2020.102279 Roberts, T. A., Vadasy, P. F., & Sanders, E. A. (2018). Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and english proficiency. Early Childhood Research Quarterly, 44, 257-274. doi:10.1016/j.ecresq.2018.04.011 Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265-282. doi:10.1037/0022-0663.96.2.265 Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? Computers in Human Behavior, 118 doi:10.1016/j.chb.2020.106675 Soltani, A., & Askarizadeh, G. (2021). How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation, 73 doi:10.1016/j.lmot.2021.101707 Strudwick, R. M., Cushen-Brewster, N., Doolan, C., & Driscoll-Evans, P. (2021). An evaluation of the experiences of academics and practice educators who supported radiography students working on the temporary HCPC register during the COVID-19 pandemic. Radiography, 27(4), 1179-1184. doi:10.1016/j.radi.2021.07.001 Szopiński, T., & Bachnik, K. (2022). Student evaluation of online learning during the COVID-19 pandemic. Technological Forecasting and Social Change, 174 doi:10.1016/j.techfore.2021.121203 Tang, S., Shelden, D. R., Eastman, C. M., Pishdad-Bozorgi, P., & Gao, X. (2019). A review of building information modeling (BIM) and the internet of things (IoT) devices integration: Present status and future trends. Automation in Construction, 101, 127-139. doi:10.1016/j.autcon.2019.01.020 van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2021). Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis. Computers in Human Behavior, 118 doi:10.1016/j.chb.2020.106676 Vehkavuori, S. -., Kämäräinen, M., & Stolt, S. (2021). Early receptive and expressive lexicons and language and pre-literacy skills at 5;0 years – A longitudinal study. Early Human Development, 156 doi:10.1016/j.earlhumdev.2021.105345 Viljaranta, J., Kiuru, N., Lerkkanen, M. -., Silinskas, G., Poikkeus, A. -., & Nurmi, J. -. (2017). Patterns of word reading skill, interest and self-concept of ability. Educational Psychology, 37(6), 712-732. doi:10.1080/01443410.2016.1165798 Vukelich, C., Christie, J., & Enz, B. (2008). Helping young children learn language and literacy: Birth through kindergarten. Helping Young Children Learn Language and Literacy: Birth through Kindergarten, Retrieved from www.scopus.com Wang, J., Pines, J., Joanisse, M., & Booth, J. R. (2021). Reciprocal relations between reading skill and the neural basis of phonological awareness in 7- to 9-year-old children. NeuroImage, 236 doi:10.1016/j.neuroimage.2021.118083 Wang, X., Sun, H., & Li, L. (2019). An innovative preschool education method based on computer multimedia technology. International Journal of Emerging Technologies in Learning, 14(14), 57-68. doi:10.3991/ijet.v14i14.10714 Wei, X., Guo, D., & Weng, D. (2018). A study of preschool instructional design based on augmented reality games doi:10.1007/978-981-13-1702-6_11 Retrieved from www.scopus.com Winkler, T., Herczeg, M., & Kritzenberger, H. (2002). Mixed reality environments as collaborative and constructive learning spaces for elementary school children. Association for the Advancement of Computing in Education (AACE), Retrieved from www.scopus.com Xu, Y., Yau, J. C., & Reich, S. M. (2021). Press, swipe and read: Do interactive features facilitate engagement and learning with e-books? Journal of Computer Assisted Learning, 37(1), 212-225. doi:10.1111/jcal.12480 Yilmaz, R. M. (2018). Augmented reality trends in education between 2016 and 2017 years. State of the Art Virtual Reality and Augmented Reality Knowhow, , 81-97. Retrieved from www.scopus.com Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of Self-Regulation, , 13-39. Retrieved from www.scopus.com |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |