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Examining young children’s perception toward augmented reality-infused dramatic play

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Abstract

Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children’s satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children’s perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5–6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children’s perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed.

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Acknowledgement

This work was supported by a Grant (NRF-2010-32A- B00183) and partially by Basic Science Research Program (NRF-2012R1A1A2039797) through the National Research Foundation of Korea (NRF) funded from the Ministry of Education, Science and Technology.

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Authors and Affiliations

  1. Department of Computer Education, Cheongju National University of Education, 135 Sugok-dong Heungduk-ku, Cheongju, Chungbuk, 361-712, South Korea

    Jeonghye Han & Miheon Jo

  2. Department of Child Education, SungKyunKwan University, Myeongnyun 3-ga, Jongno-gu, Seoul, 110-745, Korea

    Eunja Hyun

  3. Department of Creative IT Engineering, Pohang University of Science & Technology (POSTECH), 77 Cheongam-Ro. Nam-Gu, Pohang, Gyeongbuk, Korea

    Hyo-jeong So

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  1. Jeonghye Han
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Correspondence to Jeonghye Han.

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Han, J., Jo, M., Hyun, E. et al. Examining young children’s perception toward augmented reality-infused dramatic play. Education Tech Research Dev 63, 455–474 (2015). https://doi.org/10.1007/s11423-015-9374-9

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