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|title=Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education
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|volume=Vol-2898
|authors=Svitlana P. Palamar,Ganna V. Bielienka,Tatyana O. Ponomarenko,Liudmyla V. Kozak,Liudmyla L. Nezhyva,Andrei V. Voznyak
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==Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education==
https://ceur-ws.org/Vol-2898/paper18.pdf
Formation of readiness of future teachers to use
augmented reality in the educational process of
preschool and primary education
Svitlana P. Palamar1 , Ganna V. Bielienka1 , Tatyana O. Ponomarenko1 ,
Liudmyla V. Kozak1 , Liudmyla L. Nezhyva1 and Andrei V. Voznyak2
1
Borys Grinchenko Kyiv University, 18/2, Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine
2
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
Abstract
The article substantiates the importance of training future teachers to use AR technologies in the
educational process of preschool and primary education. Scientific sources on the problem of AR
application in education are analyzed. Possibilities of using AR in work with preschoolers and junior
schoolchildren are considered. Aspects of research of the problem of introduction of AR in education
carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in
education; introduction of 3D technologies, virtual and augmented reality in the educational process
of preschool and primary school; 3D, virtual and augmented reality technologies in higher education;
increase of the efficiency of learning and motivating students through the use of AR-applications on
smartphones; formation of reading culture by means of augmented reality technology; prospects for
the use of augmented reality within the linguistic and literary field of preschool and primary education.
The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books,
encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with
children of preschool and primary school age; the possibilities of books for preschool children created
with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for
the effective education and development of preschoolers and primary school children is determined.
Problems in the application of AR in the educational process of modern domestic preschool education
institutions are outlined. A method of diagnostic research of the level and features of readiness of future
teachers to use AR in the educational process of preschool and primary education has been developed.
Criteria, indicators are defined, the levels of development of the main components of the studied readiness
(motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers
in the field of preschool and primary education; inconsistency between the peculiarities of training future
teachers to use AR in professional activities and modern requirements for the quality of the educational
process; the need to develop and implement a holistic system of formation of the studied readiness of
future teachers in the conditions of higher pedagogical education are proved. A model of forming the
readiness of future teachers to use AR in the educational process of preschool and primary education
has been developed.
Keywords
augmented reality (AR), digital technologies, teaching aids, educational process, preschool education,
primary education, higher education institution (HEI), future teachers
334
1. Introduction
1.1. Problem statement
In modern society, the development of digital technologies makes it possible to modernize the
educational process, using various trends in modern education. The use of digital technologies
in teaching can accelerate the transfer of experience, as well as improve the quality of education
by maximizing the involvement of the child in the educational process. The real trend of today
is augmented reality (AR) – complementing the physical world with real-time digital data. It is
actually a technology for applying virtual reality to objects in the physical world. The use of
this technology in the educational process of preschool and primary education increases the
level of assimilation of information due to the interactivity of its presentation in 3D, allows
teachers to quickly and easily explain difficult to imagine educational material, and children
easily learn it. Moreover, it promotes creativity, increases the cognitive activity of children,
helps to keep their attention longer, because augmented reality causes children to admire and
feel something extraordinary. This is especially important for higher pedagogical education, as
the future teacher must master these technologies in order to successfully apply them in their
further professional activities. The development of the teacher depends on a deep understanding
of the child’s current needs, prospects and priorities of education, the ability to master new
technologies and teach children to achieve a common goal through modern ICT.
1.2. Literature review
We have analyzed a number of studies that focus on the use of AR technologies in a wide range
of educational contexts [1, 2, 3, 4, 5, 6] and provide an appropriate understanding of how AR
technology helps the education of students [7, 8, 9, 10, 11, 12, 13, 14, 15], pupils [16, 17] and
preschool children [18] in educational institutions.
The educational experience of augmented reality, as noted by Billinghurst [19], has a number
of reasons: support for the interaction between real and virtual environments; using a tangible
interface metaphor to manipulate objects; the possibility of a smooth transition between reality
and virtuality.
Kesim and Ozarslan [20] note that combining AR technology with learning content increases
the efficiency and attractiveness of teaching and learning, as it improves students’ perception
AREdu 2021: 4th International Workshop on Augmented Reality in Education, May 11, 2021, Kryvyi Rih, Ukraine
Envelope-Open s.palamar@kubg.edu.ua (S. P. Palamar); h.bielienka@kubg.edu.ua (G. V. Bielienka); t.ponomarenko@kubg.edu.ua
(T. O. Ponomarenko); l.kozak@kubg.edu.ua (L. V. Kozak); l.nezhyva@kubg.edu.ua (L. L. Nezhyva);
avvoznyak76@gmail.com (A. V. Voznyak)
GLOBE http://eportfolio.kubg.edu.ua/teacher/1109 (S. P. Palamar); http://eportfolio.kubg.edu.ua/teacher/334
(G. V. Bielienka); http://eportfolio.kubg.edu.ua/teacher/689 (T. O. Ponomarenko);
http://eportfolio.kubg.edu.ua/teacher/251 (L. V. Kozak); http://eportfolio.kubg.edu.ua/teacher/2445 (L. L. Nezhyva);
https://kdpu.edu.ua/personal/avvoznyak.html (A. V. Voznyak)
Orcid 0000-0001-6123-241X (S. P. Palamar); 0000-0003-2759-1149 (G. V. Bielienka); 0000-0002-6801-0403
(T. O. Ponomarenko); 0000-0002-4528-1905 (L. V. Kozak); 0000-0001-9520-0694 (L. L. Nezhyva); 0000-0003-4683-1136
(A. V. Voznyak)
© 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
335
of and interaction with the real world. With the help of augmented reality systems, students
interact with 3D in-formation, objects and events in a natural way. They can move around
a three-dimensional virtual image and view it from any point of view, like a real object. The
information conveyed by virtual objects helps students complete real tasks.
Dutta [21] believes that the practical and visual aspects of learning also help to speed up the
understanding of the content of the material, as visual memory is strongly stimulated. The
author’s research has shown that the use of AR technology significantly increases the amount
of information that students remember, and that, in addition, this information is stored in
long-term memory.
Exploring the use of augmented reality technology in a mobile-oriented learning environment
of higher education, Syrovatskyi et al. [22], Tkachuk et al. [23] conclude that the use of AR tools
provides an opportunity to increase the realism of the study; provides emotional and cognitive
experience that helps to involve students in systematic learning; creates new ways of presenting
real objects in the learning process; motivates students to experimental and research work.
Determining the didactic potential of virtual information learning, Bondarenko et al. [24]
emphasize such features of VR and AR as immersion, dynamism, sense of presence, continuity,
causality, intensification of the learning process, saving time on material processing. Supporting
the effectiveness of VR and AR training, the authors also point out the shortcomings, including
low levels of computerization, little quantity and low quality of software products.
According to Salvador-Herranz et al. [25], this training is experimental. Thus, the more
senses involved (sound, sight, touch, emotions, etc.), the stronger is the learning experience. In
this context, augmented reality can play an important role in supporting experimental learning
and providing students with an attractive technological tool to support their learning activities.
Researchers have developed the AR application, which combines 3D models and animation,
mini-games and quizzes. The developers chose a subject for primary school “Knowledge of the
natural, social and cultural environment”. The AR system, called Realitat3, consists of the AR
mechanism and six AR applications: the skeletal system, the water cycle, plant development,
the metamorphosis of frogs, the solar system, and the sense organs. Parhizkar et al. [26]
developed a mobile application for primary school to provide children with a new level of
experience in general scientific concepts such as materials, solids, liquids and gases, the various
phenomena they pass through, the universe and galaxies, major parts human skeleton, digestive
and respiratory systems, etc. Midak et al. [27] created a mobile AR-application for visualization
of educational material in natural sciences.
Prospects for the use of virtual and augmented reality in the educational process of the
Ukrainian school are studied by Osipova et al. [28]. The problem of forming a culture of
reading by means of augmented reality technology is studied by Bessarab [29]. The study of
Nezhyva et al. [30] is dedicated to the use of augmented reality in the language and literature of
primary education, in particular, researchers note that the visualization of the artistic image by
augmented reality contributes to the effectiveness of learning in various areas, namely: created
a WOW-effect, surprises, with what deepens the emotional resonance of reading a work of art;
becomes a powerful motivation for reading; promote the development of creative imagination;
provides the perception of the artistic image by various senses; demonstrates to children the
benefits of gadgets for learning and personal development.
In preschool education there is also an opportunity to apply augmented reality technologies.
336
Such products include toys with AR applications, travel games, coloring books, interactive
alphabets, encyclopedias and art books by Ukrainian and foreign writers.
Thus, most publications on this issue indicate the possibility of using AR technologies in
education to visually model educational material, complement it with clarity, provide children
with emotional and cognitive experience, research and experimentation skills, which accelerates
learning and makes this process interesting and active
1.3. The aim of the research
Analysis of scientific sources and practical experience of teachers shows that AR can be used in
various activities of preschoolers and primary school children: play, language and literature,
sensory-cognitive, research, artistic, etc., in particular to get acquainted with animals, human
professions, literary characters, space, numbers, letters, etc.
However, the problem is that the use of AR technology is not provided by the programs of
education and development of preschoolers and primary school children, but textbooks (except
for the textbook and universal didactic material on AR to the integrated course “I explore the
world” for primary school students) do not contain suggestions and tasks that may involve the
use of augmented reality in the educational process, teachers study the new technology mostly
them-selves and apply it spontaneously. In addition, there are psychological barriers to the
use of new technologies by educators. Many of them continue to work as usual. Therefore,
it is important to form in future teachers the ability to use AR in the educational process of
preschool and primary education.
The purpose of this article is to substantiate the need to form the readiness of future teachers
to use AR in the educational process of preschool and primary education, to develop a model of
formation of this readiness in students of pedagogical institutes.
To achieve this goal it is necessary to solve the following tasks: to analyze scientific sources
on the application of AR in education; consider the possibility of using AR in working with
preschoolers and younger students; to analyze the specifics of publications of works of art,
encyclopedias, coloring books, toys with AR-applications, which are appropriate to use in
working with preschoolers and younger students; to investigate the current state of readiness
of future teachers to use AR in professional educational activities; to develop criteria and levels
of readiness of future teachers for the use of AR in the educational process of preschool and
primary education, the stages of formation of this readiness.
2. Discussion
The results of the analysis of the essence of AR technology and the content of competencies
(motor; health; subject-practical, technological; sensory-cognitive, logical-mathematical, re-
search; natural-ecological; socio-civil; speech; digital; speech in the plane of mastering the
basics of literacy, in the field of foreign language, financial literacy, etc.), which must be formed
in preschool children according to the Basic component of preschool education (State Standard
of Preschool Education) [31], allow to state the effectiveness of the use of AR technology in
preschool education. Also, the use of AR technology in the educational process can affect the
effectiveness of skills that are common to preschool and primary education (express creativity
337
and initiative; manage emotions; express and justify one’s own opinion; think critically; make
decisions; solve problems; cooperate in a team, etc.) and promote continuity between preschool
and primary education.
Preschoolers should be introduced to augmented reality by coloring “Live Notepad” with
the 3D Artist application, which turns a painted picture into a dimensional 3D image. It is
methodically assumed that first children paint pictures (dragon, car, house, etc.), and then
download a special AR-application and through the camera of the mobile gadget watch how
painted objects come to life. We also consider 3D coloring pages by Devar Ukraine with the
free Devar Kids application from the AppStore or Google Play to be interesting for preschool
and primary school children. With the help of coloring pages and AR-application, you can
create a small cartoon with your child. Popular is a series of coloring pages with augmented
reality Live Coloring with the appropriate application from the Google Play resource for the
Android operating system. This application has coloring pages that can be printed out on
a printer, which is convenient for the teacher. Valuable from a pedagogical point of view is
that these coloring pages are divided into topics: professions (builder, cook, teacher, farmer,
scientist, firefighter, astronaut), sea animals (dolphin, shark, octopus, starfish, crab, turtle),
dinosaurs etc. It is important that augmented reality allows you to see the character exactly
as it was created by the child (figure 1). All colors and patterns are accurately reproduced by
the program in augmented reality. These interactive 3D coloring pages become not only an
exciting adventure, but also contribute to the development of emotional intelligence, speech
and creativity of preschoolers.
Figure 1: Activation of coloring pages with augmented reality Live Coloring.
In the play activities of preschoolers there is an opportunity to use an interactive game set
“Animal Cube”, which consists of soft toys (monkey, elephant, parrot, panda) with a special
cube. By scanning the cube corresponding to one of the toys with the help of the Varus Animal
Cube mobile application on the Play Market and App Store platforms, the educator activates
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the game of preschoolers with a virtual animal that “lives” inside. Children can enter the reality
of their pet and observe the wonders of wildlife, as well as explore the 3D habitat of exotic
animals with ARKit or ARCore. Each of the four groups of preschoolers can look after the
animal selected from the play set, learn how to take care of the animal: feed it, train, decorate,
play and actively interact with it (figure 2). Teachers of preschool education institutions can
organize the activities of preschoolers to take care in the virtual world of exotic animals that
are endangered in their natural habitat. Thus the tasks of game, sensory-cognitive and research
activity for acquaintance with animals are realized.
Figure 2: Activation of augmented reality of the game set “Animal Cube”.
In preschool and primary education institutions for educational and developmental purposes
one should use a series of books “My creative encyclopedia. The world is waiting for the
opening” of the “Ranok” Ukrainian publishing house. In this series, one has created such
interactive books as “I am an inventor”, “I want to know everything”, “I want to be able to do
everything”, “I am studying “what?” and “how?”. Interactive encyclopedias for children are
aimed at developing their creativity to implement their own project. Each of these editions
provides independent assembly of the designer with original 3D models, and the book is used
as a podium for the designer with a special field where it is possible to place all collected 3D
elements. In particular, the encyclopedia “I am an inventor” is about creativity and paper arts,
such as origami, quilling, vytynanka, also tells about the model and its creation, how a 3D
printer works, how to bring images to life. After reading the information about the balloon,
the child has the opportunity to create its 3D model and use the QR code to download the AR
application, which will revive the model collected by the child (figure 3). The encyclopedia
“I want to be able to do everything” provides information about painting, architecture, the
world of computers, the boundless Internet, smart devices and offers to create a 3D model of a
wind turbine. It is useful for preschoolers and younger students to work on the project both
individually and in groups. The purpose of the characterized encyclopedias is to translate the
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initial knowledge of modeling, techniques and technologies, types of arts and crafts, i.e. what
the future inventor needs to know.
Figure 3: Activation of augmented reality in the book “My creative encyclopedia”.
The use of augmented reality book “The Bun” in work with young preschool children
contributes to the formation of certain components of sensory-cognitive, logical-mathematical
competencies – readiness to direct sensory processes (sensation, perception, attention, etc.)
to the knowledge of environmental objects; formation of ideas about the basic mathematical
concepts “number”, “magnitude”, “shape”, “space”, “time”, “color”, etc.
With the help of the book “Kobzar’s Alphabet”, which contains works of Taras Shevchenko
for each letter of the alphabet, illustrations to which come to life, move and talk with the free
application FastAR Kids in smartphones or tablets (iOS, Android, iPhone), one can form in
preschoolers such components of speech competence as understanding that in Ukraine the
Ukrainian language is the state language; awareness of the sound composition of the native
language, based on the developed phonemic hearing and speech breathing; to cultivate love for
the native language, respect for the state language, languages of representatives of national
minorities of Ukraine, etc.
The use of augmented reality books in the educational process (Hans Christian Andersen’s
fairy tales “Wild Swans”, “Snow Queen”, Charles Perrault’s “Sleeping Beauty”, “Cat in Boots”,
etc.) determines the possibility of forming in older preschool children various components of
social and civic competence (interest in universal values, communication values; knowledge of
the meaning, essence, specific manifestations of personal qualities (independence, responsibility,
diligence, leadership), initiative, activity, creativity, etc. in interaction with other people;
awareness of the norms of behavior in everyday life, etc.). The use of these and other editions
of works of art by Ukrainian and foreign writers with AR applications in primary school is
discussed in the study of Nezhyva et al. [30].
The use of AR is also aimed at the formation of digital competence in preschoolers and primary
school children – the formation of ideas about information and communication and digital
340
technologies as modern technical means that expand the information horizons and help navigate
the world in high technology; formation of the ability to use information and communication
and digital technologies to meet one’s own individual needs and solve educational, gaming
tasks based on the acquired basic knowledge, skills, positive attitude, interest in computer and
digital technology (smartphone, computer, tablet) etc.
At the same time, the results of the analysis of theory and practice indicate the presence of a
number of problems in the application of AR in the educational process of modern domestic
preschool and primary education. Thus, despite the fact that preschoolers in modern society are
accustomed to a variety of gadgets (smartphones, tablets, etc.), which are gradually becoming
one of the important means of learning about the environment, most do not have the skills
to operate gadgets at home and in the educational process. There is a shortage of mobile
AR applications for visualization of experiences that need to be learned by children in early
childhood and primary education. The use of gadgets by preschoolers and junior schoolchildren
is quite rightly limited by a number of sanitary and hygienic restrictions, based on the features
of physical, psychological and emotional development of children of this age.
3. Results of the study
In order to verify the results obtained during the theoretical study, an empirical study was
conducted. The study involved a group of undergraduate students majoring in “Preschool
Education”, as well as a group of undergraduate students majoring in “Primary Education”
(87 full-time and part-time students) of the Pedagogical Institute of Borys Grinchenko Kyiv
University. Questionnaires and diagnostic tasks were used as research methods. The content of
the questionnaire questions, tasks were determined on the basis of studying and analyzing the
theory and practice of using AR in the field of education.
The content of the questionnaire questions for undergraduate students was as follows:
1. How do you understand the concept of “augmented reality technology”?
2. What tools with augmented reality technologies for teaching and educating preschoolers
(junior high school students) do you know?
3. Do you plan to use augmented reality technology in your professional activities?
4. What, in your opinion, is the essence of the concept of “the ability of teachers to use
augmented reality in the educational process of preschool (primary) education”?
5. How effective do you consider the educational process in shaping the ability of future
teachers to use augmented reality in the educational process of preschool education
institutions?.
The content of the diagnostic task for undergraduates majoring in “Preschool Education” was
defined as follows: “Develop a synopsis of an integrative lesson for older preschool children in
any educational field of the Basic component of preschool education (“Child in the sensory-
cognitive space”, “Child in the natural environment”, “Child in the society”, “Speech of the
child”, etc.) using AR technology for the purpose of visual modeling of educational material,
supplementing it with clarity. Identify and justify the use of augmented reality technology.
Create a model for using AR. Identify mobile applications for visualization of educational
341
material and gadgets that are appropriate to operate. Implement the synopsis in the educational
practice of the preschool institution”.
The content of the diagnostic task for undergraduates majoring in “Primary Education” was
defined as follows: “Develop an outline of an integrated literacy lesson for 1st grade students
(or literary reading for 2nd-4nd grade students) using AR technology. Identify and justify the
use of augmented reality technology. Create a model for using AR. Identify mobile applications
for visualization of educational material and gadgets that are appropriate to operate. Implement
the synopsis in the educational practice of primary school”.
The essence of the basic concept of the study “readiness of teachers to use augmented reality
in the educational process of preschool and primary education” we have defined as a holistic,
integrated, complex content of personality, which is a set of values, motives, knowledge, skills,
personality professional qualities that determine the effectiveness of augmented reality in
professional teaching.
Based on the analysis of the scientific literature in order to identify the level of development
of the readiness of future teachers of preschool and primary education institutions to use AR,
the criteria were determined, which are revealed through the indicators defined by us.
Motivational criterion with indicators: identification of interest in new technologies, the
need to study AR and the desire to use it in the educational process; desire to use the trends of
modern education, to achieve effective results in professional activities, the desire for creative
search.
Cognitive criterion with the indicator: knowledge of augmented reality technology, teaching
aids in preschool and primary education with AR applications, the content of the concept of
“readiness of teachers to use augmented reality in the educational process of preschool and
primary education”.
Activity criterion with indicators: ability to develop a synopsis of an integrative lesson for
children of preschool (primary school) age in any educational field with the use of AR; determine
and justify the use of AR; develop a model of AR application; identify mobile applications
for visualization of educational material; choose gadgets that are appropriate to operate; to
implement the synopsis in educational practice.
After analyzing the answers of undergraduates to the third, fourth and fifth questions, three
levels of development of the motivational component of the readiness of future teachers to use
AR in the educational process were identified. Sufficient level indicates the interest of students
in the study of AR technologies, the desire for creative use of augmented reality teaching aids in
the educational process, the desire to achieve effective results of educational activities with the
help of AR. The average level is found in students who understand the importance of using AR
in the educational process, but without much interest in new knowledge. The low level indicates
a lack of motivation to master the technology of augmented reality and a lack of understanding
of the importance and specificity of the use of these technologies in the professional activities
of educators and primary school teachers.
According to the results of the analysis of the answers to the first, second and fourth questions
of the questionnaire, the undergraduate students were divided into three groups according to
the levels of development of their cognitive component of readiness to use AR in the educational
process. A sufficient level was found in students who in the content of the studied concept
determine: the main components of readiness to use AR in the educational process (knowledge,
342
skills); the essence of the concept of “augmented reality” as a process (“augmented reality by
any virtual elements”; “use of the environment, over which a certain part of virtual information
is superimposed”; “introduction into the field of perception of any sensory data”, etc.); the
purpose of using AR in preschool and primary education. The average level of development of
the cognitive component was found in students who in the content of the studied concept do
not define reliably or do not name one or more of the main components of teachers’ readiness
to use AR in the educational process. Low level was found in students who in the content of
the studied concept do not define any of the main components of the teacher’s ability to use AR
in the educational process; do not understand the essence of the concept of “augmented reality”,
do not formulate the purpose of the use of AR in preschool and primary education.
Thus, the analysis of the results of the study of the level and features of the development of
the ability of future teachers to use AR in the educational process of preschool and primary
education allows us to show the following. A sufficient level of development of the motivational
component of the ability to use AR in the educational process was found in 12 surveyed students,
an average level was found in 34 respondents, and a low level of development of this component
was found in 41 respondents. A sufficient level of development of the cognitive component of
the ability to use AR in the educational process was found in 9 surveyed students, an average
level was found in 30 respondents, and a low level of development of this component was found
in 48 respondents (table 1).
Table 1
Quantitative indicators of levels of development of motivational, cognitive, activity components of
readiness of undergraduates to use of AR in educational process
Levels of development of readiness Sufficient level Average level Low level
of future teachers of to use AR Quantity % Quantity % Quantity %
Motivational component 12 13.8 34 39.1 41 47.1
Cognitive component 9 10.3 30 34.5 48 55.2
Activity component 11 12.6 32 36.8 44 50.6
Analysis of the answers to the fifth question of the questionnaire allows us to state that
21 respondents consider the educational process to form the ability of future teachers to use
AR in the educational process of preschool and primary education institutions effective; 42
respondents – not effective enough; 24 respondents – ineffective.
According to the results of the analysis of the diagnostic task, students were divided into
three groups according to the levels of development of their activity component of readiness
to use AR in the educational process. Thus, a sufficient level was found in students who
methodically correctly developed a synopsis of integrative classes for preschoolers (junior high
school students) in any educational field with the use of AR; identified and justified the feasibility
of using AR technology; created a model of AR application; identified mobile applications for
visualization of educational material and gadgets that should be used; methodically expediently
implemented the developed synopsis in educational practice. The average level of development
of the activity component of readiness was found in students who made methodological mistakes
in developing a syllabus for preschoolers (junior high school students) with the use of AR and
343
the model of AR; did not sufficiently convincingly determine and substantiate the feasibility of
using AR; had difficulties in the process of implementing the synopsis in educational practice.
The low level is characteristic of students who could not methodically develop a synopsis of
integrative lessons for preschoolers (junior high school students) with the use of AR; did not
implement classes with the use of AR in the educational process.
Quantitative ratios of levels of development of motivational, cognitive, activity component of
readiness to use AR in the educational process of preschool and primary education institutions
in students of the Pedagogical Institute of Borys Grinchenko Kyiv University are presented in
table 1.
As a result of diagnosing the readiness of future teachers to use AR in the educational process
of preschool and primary education institutions, it was found that according to certain criteria,
most students (average 87.7%) have a medium and low level. Low indicators were established for
cognitive (10.3%) and activity (12.6%) criteria. Thus, future teachers need additional knowledge
and skills to carry out such activities, including knowledge of the theoretical basis of AR, the
variety and specifics of augmented reality teaching aids, methods of using AR in preschool
education, ways to organize children in practice with AR applications. We consider it positive
that 52.9% of students showed interest in new technology in education and a desire to implement
it in practice, which indicates the presence of positive motivation of future teachers to organize
and establish the use of AR technology, to understand the importance of introducing innovative
tools in the education of preschoolers and primary school children. Indicators of the levels of
development of readiness for the use of AR in the educational process of preschool and primary
education institutions in students of the Pedagogical Institute are shown in the diagram in %
(figure 4).
Figure 4: Indicators of levels of development of readiness to use AR in the educational process of
preschool and primary education institutions for undergraduates (%)
Therefore, the results of the diagnostic study indicate a significant number of future teachers
who have a medium and low level of readiness to use AR in the educational process of preschool
and primary education and necessitate the formation of the studied readiness in university
pedagogical training.
344
Based on the results of the analysis of scientific sources on the application of AR in education
and the results of diagnostic research, we have developed a model of forming the readiness of
future teachers to use AR in the educational process of preschool and primary education. Such
integration is due to the presence of related specialties at the Pedagogical Institute of Borys
Grinchenko Kyiv University (013 specialty “Primary Education”, specialization 012 “Preschool
Education”, also 012 specialty “Preschool Education”, specialization 013 “Primary Education”).
The leading idea is the organization of work of teachers of pedagogical institutes on formation
of readiness of students for application of the augmented reality in educational process. The
realization of this goal requires the solution of the following tasks: to form the motivation of
teachers, understanding the importance of the application of augmented reality technology
in professional activities; to expand and deepen students’ knowledge about the specifics of
AR, a variety of educational tools with AR applications; to promote the mastery of techniques
for working with learning tools with AR, ways to organize children when working with AR
applications. The model consists of the following stages: cognitive (study and analysis of
scientific sources on the research problem; defining the essence of the basic concept of research
“readiness of teachers to use augmented reality in the educational process of preschool and
primary education” in its components; analysis of curricula and work programs disciplines
of a number of domestic pedagogical universities in order to identify disciplines aimed at the
formation of the studied readiness); activity (study of the current state of readiness of future
teachers to use AR in professional activities; development of the content module “Fundamentals
of readiness of teachers to use AR in the educational process of preschool (primary) education”
(lectures, practical and laboratory classes, independent work and formative assessment); in-
troduction of this module to the content of the discipline “Methods of teaching professional
disciplines” for the preparation of masters in the specialty “Preschool Education”, “Primary
Education”); creative (development of master classes, trainings, webinars, quests on the problem
of application of augmented reality technology in the educational process of preschool and
primary education). Schematically developed model is presented in figure 5.
4. Problems and prospects
The results of the analysis of the theory and practice of preschool and primary education indicate
the presence of a number of problems in the application of AR in the educational process of
modern educational institutions. Thus, despite the fact that preschoolers and younger students
in modern society are accustomed to a variety of gadgets (smartphones, tablets, etc.), most do
not have the skills to operate them in the educational process. There is a shortage of mobile
AR applications for visualization of experience, which must be learned by children in early
childhood and early school age.
The analysis of the results of diagnostic research and observation of pedagogical practice in
the conditions of preschool and primary education institutions allows to outline the following
problems: insufficient formation of the studied readiness of future teachers in a certain field;
inconsistency between the peculiarities of training future teachers to use AR technology in
professional activities and modern requirements for the quality of the educational process;
insufficient training of teachers for the formation of the studied readiness in the conditions of
345
Figure 5: Model of formation of readiness of future teachers to use AR in educational process of
institutions of preschool and primary education.
higher education institutions; the need to develop and implement a holistic system of formation
of the studied readiness of future teachers in the conditions of higher pedagogical education.
346
Prospects for further research are to develop scientific and methodological support for the
formation of the readiness of future teachers to apply augmented reality in preschool and
primary education; preparation of generalized results of experimental work of scientific and
methodical recommendations on the researched problem.
In order to ensure the effectiveness of the system of formation of readiness for the introduction
of AR by future teachers in preschool and primary education, it is planned to use an innovative
class created at the Pedagogical Institute of Borys Grinchenko Kyiv University, which is designed
as an innovative educational center for training future teachers, formation of their innovative
competence, implementation of STEAM-education tasks [32]. The innovative class is equipped
with computers, an interactive whiteboard, a projector and a multifunctional device – printer,
scanner, copier, as well as digital means – laptops, tablets, electronic flipchart, interactive
whiteboards and projectors, 3D printers (XYZprinting) with laser engraving module, etc.
5. Conclusions
In the conditions of informatization of society, computerization and introduction of modern
technologies into the educational process, the problem of application of digital technologies has
become a leading one in pedagogical theory and practical activity of educational institutions of
Ukraine. Therefore, it is time to prepare future teachers for the use of AR technology in the
educational process of preschool and primary education. The study identified the relevance
of the application of AR technology for the effective education of preschoolers and primary
school children. Scientific sources on the problem of AR application in the field of education
are analyzed. Problems in the application of AR in the educational process of modern domestic
preschool and primary education institutions are outlined. Possibilities of using augmented
reality technology in work with preschoolers and junior schoolchildren are considered. The
specifics of teaching aids and publications of works of art with AR applications, which are
appropriate to use in working with preschoolers and younger students, are analyzed. The
possibilities of alphabets created with the help of AR, creative encyclopedias, coloring books,
educational games for children are characterized.
The current state of readiness of future teachers to use AR in professional educational activi-
ties is studied. For this purpose the following methods were used: questionnaire, diagnostic
task in order to study the state of formation of the studied readiness; description of factual infor-
mation for the purpose of analytical interpretation and study of specific facts and phenomena;
quantitative processing of research results.
It is concluded on the insufficiency of the formation of a certain readiness of future teachers
in the field of preschool and primary education; inconsistency between the peculiarities of
training future teachers to use AR technology and modern requirements for the quality of
the educational process; the need to develop and implement a holistic system of formation of
the studied readiness of future teachers in the conditions of institutions of higher pedagogical
education. The model of formation of readiness of future teachers to use AR in educational
process of establishments of preschool and primary education is developed: the leading idea,
tasks, criteria and levels of the defined readiness, stages, forms of the organization of educational
process are defined.
347
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