Effect of augmented reality technology on learning behavior and attitudes of preschool students in science activities

Abstract

Teaching the complex subject matter of “Exploring Space” necessitates concrete and engaging teaching methods, as it requires students to employ abstract thinking and imagination. An expert team designed and developed Augmented Reality (AR)-based activity schemes for children aged 3–6. A total of 166 preschool students from Ningbo, China, were conveniently sampled to participate in six science activity units. 82 students received AR-based instruction, while 84 were taught using conventional methods. This research employed the “Preschool Learning Behaviors Scale (PLBS)”, “Attitude on Science in School Assessment (ATSSA)”, as well as “Attitude on AR Activities Scale (ARAAS)” to compare the impact of virtual manipulatives based on AR, as well as physical manipulatives on preschool students’ academic accomplishments and attitudes. Outcomes demonstrated that the AR-based science learning system promoted more active learning behaviors and improved learning attitudes. ANOVA analysis verified that AR receptivity remarkably influenced learning attitudes and behaviors, with learning attitudes also remarkably impacting learning behaviors. Furthermore, students exhibited high acceptance of AR technology in science activities.