Augmented Reality for Early Science Education: Development and Evaluation of a Mobile Learning Application
Keywords:
Augmented Reality; Early Science Learning; Kindergarten Education; Mobile Learning Application; Interactive LearningAbstract
Learning science at the kindergarten level often faces challenges due to children’s limited attention span, difficulty visualizing abstract concepts, and the lack of engaging learning materials. Augmented Reality (AR) offers an effective solution by transforming static content into interactive, visually rich experiences that can enhance understanding and motivation. This study aims to develop and evaluate an AR-based mobile application designed to support early science learning among kindergarten children. The application leverages common smartphone camera capabilities to provide accessible and immersive learning activities. A user study involving 30 children aged 4–6 years was conducted to assess usability, engagement, and learning support. Observations, simple task performance, and teacher feedback were used as evaluation methods. Overall, the findings indicate that AR features increased students’ curiosity, improved their interaction with scientific content, and supported more effective learning experiences. The study highlights AR’s potential as a valuable tool for early science education. When AR is thoughtfully integrated, it can enrich early science learning without increasing instructional complexity. To enhance practical relevance, AR in early science education should be curriculum-aligned, developmentally appropriate, and combined with hands-on inquiry.
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