Investigating the Effects of Augmented Reality and Interactive Technologies on Learning and Engagement in Preschool Education

Abstract

In this qualitative study, we examined the effects of augmented reality (AR) and physical-digital interaction in educational applications on preschoolers' engagement, skill development, and collaborative learning in the classroom. Drawing on Creswell's (2018) systematic method, the research design included immersive participant observation and semi-structured interviews to document the lived experiences of young learners using the Osmo Genius Kit. The study, conducted across three varied preschool classrooms affiliated with a Midwestern university, included a representative sample of children aged 3 to 5 years, allowing for a thorough examination of AR's complex influence in early childhood education. This methodology allows us to address the research questions and gain a thorough grasp of how AR technology can be used to improve education in preschool settings.