Akademik Veri Yönetim Sistemi
EDUCATION AND INFORMATION TECHNOLOGIES, 2025 (SSCI)
This study aims to examine the effect of Augmented Reality-supported (AR-supported) geometry activities on the geometry skills and motivation of preschool students. Embedded design, which is one of the mixed methods, was used in the study. The study group of the research consisted of 30 students (14 girls, 16 boys) in the five-year age group. The early geometry skills test, the motivation scale, observation, and interview forms were used as data collection tools. It was found that the geometry skill scores and motivation levels of the group who learned geometry with AR-supported geometry activities were higher than those of the group who learned geometry with the traditional method with a significant and high effect size. Weekly observations showed that the students in the experimental group improved their cognitive, affective, and social skills. In addition, the students in the experimental group stated that they were happy during the activities, that they wanted to do the activities continuously, and that it was easier to learn in this way. Implications are discussed in terms of theoretical insights, practices, and directions for further research.