The effect of Augmented Reality (AR) supported geometric shape learning on children’s visual perceptual development in early childhood education
Erişim
info:eu-repo/semantics/openAccessTarih
2025Erişim
info:eu-repo/semantics/openAccessÜst veri
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Scopus EXPORT DATE: 16 July 2025 @ARTICLE{Özel2025, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105003134729&doi=10.1080%2f10494820.2025.2491627&partnerID=40&md5=efbcbb41241850c5c4ad85c5b7a912a1}, affiliations = {Department of Early Childhood Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey; Department of Child Development, Gumushane University, Gumushane, Turkey}, correspondence_address = {Ö. Özel; Department of Early Childhood Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey; email: ozgeozel@mehmetakif.edu.tr}, publisher = {Routledge}, issn = {10494820}, language = {English}, abbrev_source_title = {Interact. Learn. Environ.} }Özet
This study examined the impact of an Augmented Reality (AR)-based virtual application on preschool children's visual perception development in geometric shape learning. A quasi-experimental research design was employed. The study sample consisted of 26 preschool children, aged 5–6, from a public school in Türkiye. The children in the experimental group engaged with AR-supported materials, allowing them to explore geometric shapes interactively and listen to their properties in a virtual environment. Each child participated individually in the learning application for 50–60 minutes. The Frostig Visual Perception Test was administered as both a pre-test and post-test. Results indicated that the AR-based learning application had a statistically significant positive effect on preschool children's visual perception development. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Bağlantı
https://www.scopus.com/pages/publications/105003134729https://hdl.handle.net/20.500.12440/6539
