Early childhood teachers’ understanding and perceptions of augmented reality (AR) to enhance learning

Connie Shin @ Connie Cassy Ompok and Jusiah Idang and Musirin Mosin and Liu Qinghua and Priscilla Kyle Payne and Noraina binti Noraidi (2024) Early childhood teachers’ understanding and perceptions of augmented reality (AR) to enhance learning. Journal Of Electrical Systems, 20 (10s). pp. 1-6. ISSN 11125209

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Abstract

The rapid growth and ongoing evolution of technology and innovation in the current digital era have become wellestablished, driven by trends in digital transformation. The convergence of technological advancements calls for proactive measures in Early Childhood Education. This study explores the potential integration of Augmented Reality (AR) technology into Malaysia's Early Childhood Education and its effects on learning. A survey involving 200 early childhood teachers across Sabah, Malaysia, was conducted to assess their knowledge and perceptions of AR technology. The results revealed that respondents strongly understood AR technology and viewed it positively as a tool to enhance learning. The findings highlighted a positive correlation between the respondents' knowledge of AR and their willingness to incorporate it into their teaching practices.

Item Type:	Article
Keyword:	Early Childhood Education, Malaysia, Augmented Reality (AR) Technology
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1139.2-1139.5 Early childhood education L Education > LC Special aspects of education > LC8-6691 Special aspects of education
Department:	FACULTY > Faculty of Education and Sport Studies
Depositing User:	ABDULLAH BIN SABUDIN -
Date Deposited:	16 Dec 2024 10:42
Last Modified:	16 Dec 2024 10:42
URI:	https://eprints.ums.edu.my/id/eprint/42235

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