An Investigation of the Effectiveness of Augmented Reality Technology Supported English Language Learning Activities on Preschool Children

Demirdag M. C., Küçük S., Taşgın A.

INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION, no.4, pp.2410-2423, 2025 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.1080/10447318.2024.2323278
  • Journal Name: INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ABI/INFORM, Applied Science & Technology Source, Business Source Elite, Business Source Premier, Compendex, Computer & Applied Sciences, INSPEC, Library and Information Science Abstracts, Linguistics & Language Behavior Abstracts, Psycinfo
  • Page Numbers: pp.2410-2423
  • Keywords: Preschool education, foreign language, English word teaching, augmented reality, children, color teaching
  • Ataturk University Affiliated: Yes

Abstract

Early learners experience various difficulties when learning foreign languages. Augmented reality technology can support learning environments and foreign language vocabulary teaching by attracting the attention of early learners. The purpose of this study is to compare the effects of Augmented Reality (AR) technology supported English language learning activities on preschool children with the effects of traditional activities (presentation, lecture, question-answer). In this study, embedded mixed method was used. The sample of the study consisted of 44 five-year-old preschool children (19 boys, 25 girls). Color knowledge test, mood scale, observation, and interview forms were used as data collection tools. As a result of the study, it was concluded that AR-supported English learning activities were more effective than traditional activities on students' English color vocabulary levels. The children were very happy and they had fun during the experimental process. According to the results of classroom observations, children made weekly progress in cognitive, affective and social/language categories. Implications are discussed in terms of pedagogical insights, practices for AR supported English language learning in preschool, and further research directions.