Using Augmented Reality in early art education: a case study in Hong Kong kindergarten

Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovati...

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Bibliographic Details
Published in:Early child development and care 2016-06, Vol.186 (6), p.879-894
Main Authors: Huang, Yujia, Li, Hui, Fong, Ricci
Format: Article
Language:English
Subjects:
Administrator Attitudes
applications in subject areas
Art Activities
Art Education
Augmentation
Augmented Reality
Case Studies
Childhood
Classrooms
Communications technology
country-specific developments
Early childhood education
Educational Technology
Feasibility
Foreign Countries
Hong Kong
improving classroom teaching
Information technology
Innovations
Kindergarten
Parent Attitudes
Participant Observation
pedagogical issues
Qualitative Research
Semi Structured Interviews
Side effects
Simulated Environment
Stakeholders
Statistical Analysis
Student Attitudes
Surveys
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Technology Uses in Education
Triangulation
Visual Arts
Volunteers
Workshops
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Summary:Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2015.1067888