Augmented Reality in Early Learning: Experiences of K-3 Teachers with Merge Cubes

Virtual Paper ID: 55712
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    Esther Ntuli
    Idaho State University

Abstract: Teachers in early learning classroom environments grapple with drawing attention and engaging young children in learning activities. This brief paper reports on a qualitative study conducted with K-3 teachers after a STEM workshop that focused on integrating augmented reality using Merge Cubes. Specifically, the study sought to examine teachers’ experiences and perceptions of using Merge Cubes to draw attention and engage early learners. Findings of the study indicate that teachers agree that a Merge Cube can draw attention and arouse interest in an activity; however, engagement is short-lived if not reinforced appropriately. In addition, this study provides teacher recommended step-by-step strategies and processes required to integrate Merge Cubes in a way that engage and maintain young children’s interest in the activity. Finally, the study provides teacher recommendations to minimize barriers to the integration of augmented reality in early learning environments.

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