Skip to main content
SpringerLink
Log in

Exploring Augmented Reality Teaching Aids in Children’s Emotional Learning

  • Conference paper
  • First Online:
Cognitive Cities (IC3 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1227))

Included in the following conference series:

Abstract

How can a preschool teacher combine tablet with real teaching aids to improve the learning efficiency of children? How can a teacher apply science and technology to record the learning route of children? This research is aimed to develop the teaching aids of points of interests (POI) and MAKAR database in order to record children’s learning preference and effectiveness in the learning center of drama. Thirty-seven 4–6 years old were randomly selected. This research used tablet PC to develop nine emotional theaters. Each theater was designed by four POIs for creative thinking including Inquiring, Thinking, Trial and Sharing (ITTS). System would record autonomously the learning process when children manipulated the tablets. When children made decisions, system would autonomously record the decision they made, including the using time and frequency, then updated to database. Findings indicated that children are more interested in MAKAR teaching. MAKAR teaching has extremely significant effect on emotional ability (p = .000). The overall reliability analysis showed a 74.7% consistency. The learning records will be used as foundation for future revision and improvement. The result of this research supported that the learning effectiveness by using Unity and Vuforia Augmented Reality (AR) is much better than traditional teaching. MAKAR facilitates children’s ability not only emotional learning but also creative problem-solving.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Hou, S.M., Liu, Y.Y., Tang, Q.B., Guo, X.G.: Mobile augmented reality system for preschool education. In: 2017 International Conference on Virtual Reality and Visualization (ICVRV), pp. 321–323. IEEE, Hong Kong (2017)

    Google Scholar 

  2. Antonia, D., Evgenia, R.: Artful thinking and augmented reality in kindergarten: technology contributions to the inclusion of socially underprivileged children in creative activities. In: Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, pp. 187–194. ACM, Greece (2018)

    Google Scholar 

  3. Kyung, H.K.: Can we trust creativity tests? a review of the torrance tests of creative thinking (TTCT). Creativity Res. J. 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2

  4. Lee, L.K., et al.: Improving the experience of teaching and learning kindergarten-level English vocabulary using augmented reality. Int. J. Innov. Learn. 25(2), 110–125 (2019)

    Article  Google Scholar 

  5. Preka, G., Rangoussi, M.: Augmented reality and QR codes for teaching music to preschoolers and kindergarteners: Educational intervention and evaluation. In: Proceedings of the 11th International Conference on Computer Supported Education, pp. 113–123. SciTePress, Greece (2019)

    Google Scholar 

  6. Zaranis, N., Alexandraki, F.: Comparing the effectiveness of using tablet computers for teaching division to kindergarten students. In: Tsitouridou, M., A. Diniz, J., Mikropoulos, Tassos A. (eds.) TECH-EDU 2018. CCIS, vol. 993, pp. 280–295. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-20954-4_21

    Chapter  Google Scholar 

  7. Blumberg, F.C., et al.: Digital games as a context for children’s cognitive development: Research recommendations and policy considerations. Soc. Policy Rep. 32(1), 1–33 (2019)

    Article  Google Scholar 

  8. Brito, R., Dias, P.: Technologies and children up to 8 years old: what changes in one year? Observatorio (OBS*), 13(2) (2019). https://doi.org/10.15847/obsOBS13220191366

  9. Pham, B., Lim, S.S.: Vietnamese pre-schoolers’ tablet use and early childhood learning: an ecological investigation. J. Child. Media 13(3), 241–259 (2019). https://doi.org/10.1080/17482798.2019.1613247

    Article  Google Scholar 

  10. Jintapitak, M., Chakpitak, N., Sureepong, P., Chaipravat, O.: Constructionism for language immersion: a case study of Thai education development. Adv. Sci. Lett. 23(2), 735–738 (2017). https://doi.org/10.1166/asl.2017.7456

    Article  Google Scholar 

  11. Yelland, N., Gilbert, C.: Transformative technologies and play in the early years: using tablets for new learning. Global Stud. Child. 8(2), 152–161 (2018)

    Article  Google Scholar 

  12. Oliemat, E., Ihmeideh, F., Alkhawaldeh, M.: The use of touch-screen tablets in early childhood: Children’s knowledge, skills, and attitudes towards tablet technology. Child Youth Serv. Rev. 88, 591–597 (2018)

    Article  Google Scholar 

  13. Wei, W.J.: Emotional Competencies Assessment for Young Children. Psychological Publisher, Taipei (2011). http://www.psy.com.tw/ec99/ushop20128/GoodsDescr.asp?category_id=123&parent_id=118&prod_id=87320. Accessed 11 July 2019

    Google Scholar 

  14. Yip, J., Wong, S.H., Yick, K.L., Chan, K., Wong, K.H.: Improving quality of teaching and learning in classes by using augmented reality video. Comput. Educ. 128, 88–101 (2019). https://doi.org/10.1016/j.compedu.2018.09.014

    Article  Google Scholar 

  15. Jin, Q., Wang, D., Deng, X., Zheng, N., Chiu, S.: AR-maze: a tangible programming tool for children based on AR technology. In: Proceedings of the 17th ACM Conference on Interaction Design and Children IDC 2018, pp. 611–616. Trondheim, Norway (2018). https://doi.org/10.1145/3202185.3210784

  16. Fan, M., Baishya, U., McLaren, E.S., Antle, A.N., Sarker, S., Vincent, A.: Block talks: a tangible and augmented reality toolkit for children to learn sentence construction. In: Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems CHI 2018, Paper No. LBW056. Montreal QC, Canada (2018). https://doi.org/10.1145/3170427.3188576

  17. Chang, R.C.: A novel AR-based interactive E-learning platform. Adv. Mater. Res. 403–408, 1244–1248 (2011). https://doi.org/10.4028/www.scientific.net/AMR.403-408.1244

    Article  Google Scholar 

  18. Martínez, H., Hoyo, R.D., Sanagustín, L.M., Hupont, I., Abadía, D.: Augmented Reality Based Intelligent Interactive e-Learning Platform. In: Joaquim, F., Ana, F. (eds.) Proceedings of the 3rd International Conference on Agents and Artificial Intelligence ICAART 2011, vol. 1, pp. 343–348, Rome, Italy (2011). https://doi.org/10.5220/0003181503430348

  19. Martínez, H., Abadía, D., Sanagustín, L.M., Hupont, I., Hoyo, R.D.: A novel tutor-guided platform for interactive augmented reality learning. In: Verbraeck, A., Helfert, M., Cordeiro, J., Shishkov, B. (eds.) Proceedings of the 3rd International Conference on Computer Supported Education CSEDU 2011, vol. 1, pp. 88–93. Noordwijkerhout, Netherlands (2011). https://doi.org/10.5220/0003337600880093

Download references

Author information

Authors and Affiliations

  1. University of Taipei, Taipei, Taiwan

    Whei-Jane Wei

  2. National Taipei University of Technology, Taipei, Taiwan

    Lai-Chung Lee

Authors
  1. Whei-Jane Wei
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lai-Chung Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Whei-Jane Wei .

Editor information

Editors and Affiliations

  1. Nanjing University of Information Science and Technology, Nanjing, China

    Jian Shen

  2. National Taitung University, Taitung City, Taiwan

    Yao-Chung Chang

  3. National Taiwan Ocean University, Keelung, Taiwan

    Yu-Sheng Su

  4. Kyoto University, Kyoto, Japan

    Hiroaki Ogata

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Wei, WJ., Lee, LC. (2020). Exploring Augmented Reality Teaching Aids in Children’s Emotional Learning. In: Shen, J., Chang, YC., Su, YS., Ogata, H. (eds) Cognitive Cities. IC3 2019. Communications in Computer and Information Science, vol 1227. Springer, Singapore. https://doi.org/10.1007/978-981-15-6113-9_31

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-6113-9_31

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-6112-2

  • Online ISBN: 978-981-15-6113-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation