Using Augmented Reality to Teach Subitizing with Preschool Students
Megan Stotz, Lynn Columba, Lehigh University, United States
Journal of Interactive Learning Research Volume 29, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study evaluated a classroom implementation of augmented reality (AR) for improving subitizing skills of preschool students. Children explored the mathematical concept of subitizing by using an AR enhanced board game, called Creature Counting. The AR markers, which were friendly creatures, triggered the augmented reality functions. The overlays, through which children were able to manipulate the three-dimensional virtual models, revealed missing creature eyeballs in various subitizing spatial arrangements.
The use of innovative technologies, such as AR, is becoming increasingly popular in education. However, there is a clear lack of research regarding the application of these technologies with preschool students. The feasibility study was performed with a small group of preschool students within their school environment. The use of Creature Counting indicates AR technology has the possibility to enhance student engagement and innate curiosity based on qualitative findings on an Early Numeracy Marking Criterion (ENMC). Quantitative results also suggest that use of AR has a positive impact on the student’s mathematical learning experience, based on pre-posttest Preschool Numeracy Indicator (PNI) scores.
Stotz, M. & Columba, L. (2018). Using Augmented Reality to Teach Subitizing with Preschool Students. Journal of Interactive Learning Research, 29(4), 545-577. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)