CHILDREN AND TEACHER’S INTERACTION FOR ENGLISH PRE-LITERACY USING MOBILE AUGMENTED REALITY

Abstract

Problems in teaching pre-literacy such as non-native teachers, teachers vary in language acquisition and human factors such as emotional involvement are expected to be reduced by using augmented reality (AR) technology in mobile platforms. However, proper interaction should be provided so that the developed AR based app may bring effective learning. Therefore, the objective of the study is to design and develop mobile applications based on AR for letter recognition with proper interaction called AR letter kit. Two versions of AR Letter Kit were developed and designed where the second version with more multimedia components in order to provide more interaction. The research design is case study in Early Childhood Education for children ages 4 to 6. The results show that the teacher showed positive attitude to the developed apps but preferred the second design with more added multimedia components. The children also show positive attitude towards the app and pointing, responding and inspecting during the AR Letter Kit activity. The children also preferred the second design and give more engagement during the activity. This study supports proper interaction can be provided by adding more multimedia components towards the learning object to get more engagement. This study also suggests the addition of multi modal in enhancing interaction and promoting cognitive skills.