=Paper=
{{Paper
|id=Vol-3083/paper286
|storemode=property
|title=Using augmented reality for early literacy
|pdfUrl=https://ceur-ws.org/Vol-3083/paper286.pdf
|volume=Vol-3083
|authors=Olena Ie. Piatykop,Olha I. Pronina,Iryna B. Tymofieieva,Ihor D. Palii
|dblpUrl=https://dblp.org/rec/conf/icteri/PiatykopPTP21
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==Using augmented reality for early literacy==
https://ceur-ws.org/Vol-3083/paper286.pdf
Using augmented reality for early literacy
Olena Ie. Piatykop1 , Olha I. Pronina1 , Iryna B. Tymofieieva2 and Ihor D. Palii1
1
Pryazovskyi State Technical University, 7 Universytetska Str., Mariupol, 87500, Ukraine
2
Mariupol State University, 129A Budivelnykiv Ave., Mariupol, 87500, Ukraine
Abstract
Currently, augmented reality is one of the most actively developing technologies, which has also found its
application in the field of education. Analysis of various publications has confirmed that AR technology
opens up new opportunities for teachers and increases the attractiveness of learning for students of
different ages. Mobile AR apps allow the student to see a real-world environment with overlaid or
composite virtual objects. This is especially true for young children. The article identifies the activities
that provide a child’s personal experience using AR technology. Comparison of existing AR applications
for learning the alphabet is given. A new AR application is described, which was developed using Unity,
C#, Vuforia. The developed mobile AR application provides an opportunity to study the Ukrainian
alphabet, the names of numbers, the sounds of animals. Thanks to this application, the learning process is
accompanied by three-dimensional visualization and sounding of each letter and number. An analysis of a
survey of teachers and parents showed that when using an AR application, the interest and self-efficacy of
children in learning letters and numbers significantly increased. The use of the AR application increased
the speed of memorizing the material and helped to retain the child’s attention while learning a new
material.
Keywords
augmented reality (AR), mobile application, early literacy, visualization of educational information,
AR-application, studying letters, 3D model, Vuforia
1. Introduction
In the modern world, technology development trends dictate the constant introduction of new
products in all spheres of life. The technology that is currently being actively developed and
implemented is augmented reality (AR). Its main advantage is that a smartphone is enough to
use it. With the help of AR technology, virtual objects can be integrated into the material world:
an augmented reality camera using AR programs captures reality and looks for predetermined
target points in it – markers to which virtual objects are attached. Augmented reality technology
CoSinE 2021: 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education,
co-located with the 17th International Conference on ICT in Education, Research, and Industrial Applications:
Integration, Harmonization, and Knowledge Transfer (ICTERI 2021), October 1, 2021, Kherson, Ukraine
" pyatikopalena@gmail.com (O. Ie. Piatykop); pronina.lelka@gmail.com (O. I. Pronina);
irtimofeeva0410@gmail.com (I. B. Tymofieieva); thekiross@gmail.com (I. D. Palii)
~ https://kn.pstu.edu/kafedra-kompyuternih-nauk/kolektiv/pyatikop-olena-%D1%94vgenivna/ (O. Ie. Piatykop);
https://kn.pstu.edu/kafedra-kompyuternih-nauk/kolektiv/pronina-olbga-igorivna/ (O. I. Pronina);
https://scholar.google.com.ua/citations?user=8wr8cNkAAAAJ (I. B. Tymofieieva)
0000-0002-7731-3051 (O. Ie. Piatykop); 0000-0001-7085-8027 (O. I. Pronina); 0000-0002-5935-9291
(I. B. Tymofieieva); 0000-0002-0940-5181 (I. D. Palii)
© 2022 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)
111
allows you to combine the real and virtual world. Supplement existing objects with virtual ones
for better visualization. AR apps work with 3D objects, texts, images, videos, and animations.
They allow you to combine and enable users to freely interact with events, information and
objects [1, 2, 3, 4, 5].
With the development of software and hardware, augmented reality technologies are actively
used in many areas: advertising, entertainment (games), marketing, medicine, engineering, and
much more. As one know, the best technologies are being introduced into educational processes,
as the fundamental facet of the entire development of society [2].
Literacy is a critical aspect of the healthy growth and development of young children. Early
childhood education is the period when a child develops skills, knowledge and interest in
learning. Including the basics of written and spoken language. Since the problem of reading
among elementary school children is especially acute today. According to the standards, by the
end of the first grade, the child should read aloud the available texts mainly in whole words
(individual words of a complicated structure – in compositions). Which involves knowingly
reading 40 words per minute [6]. Consequently, in the case of late literacy, the child during the
period of study in the first grade, in addition to the stress due to the mode of life, receives the
stress of academic failure. To avoid problems in the process of school education, it is necessary
to start learning literacy in a playful way at an early preschool age.
Today, AR’s potential for education is being actively explored by Osipova et al. [1], da Silva
et al. [2], Santos et al. [3], Syrovatskyi et al. [4], Wojciechowski and Cellary [5], Kiv et al.
[7], Thomas et al. [8], Singhal et al. [9]. In the race to improve the memorization of the
material by students, teachers are trying to diversify the educational process. That is why the
introduction of the ability to interact simultaneously with virtual and real objects will make the
learning process more fun and memorable [9]. In addition, the introduction of augmented reality
technology into the educational process can increase the creative component of a student’s
thinking. And it will also help to perceive complex things in a visual way “from all sides”,
which will make learning more flexible and deep. Therefore, the use of AR in education is an
important task. The use of augmented reality technology is a very promising direction for the
education system [2, 7, 8]. This requires the appropriate software. Not every teacher can prepare
a mobile program [1, 4]. Therefore, the development of the necessary mobile applications is
very important [4].
2. Literature review
Each stage of education has its own key characteristics. Augmented reality in higher education
is focused on the study of material, which previously could only be studied theoretically on
the image in the book. For example, Thomas et al. [8] describe current examples of the use of
augmented reality that can improve teaching and learning in various areas of higher education,
including, but not limited to, medical education, language learning and science. And also
offer possible ways of implementation in the educational process. Nesenbergs et al. [10] offer
generalized knowledge of how augmented reality technologies are applicable and affect distance
learning in higher education. Namely, identifying the impact on such learning outcomes as
academic performance and engagement at all stages of higher education from preparation for
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the course to assessment and grading of students.
Actual use of augmented and virtual reality to study dangerous to human areas, mechanisms
and instruments. In this case, the use of AR will allow you to consider the process in detail,
try to independently perform a number of actions, which increases the level of knowledge
and reduces the percentage of risks. The experience of using these modern technologies has
already been described in a number of publications. Saravas et al. [11] describes a VR simulator
for training workers of metallurgical enterprises in the design of complex mechanisms before
starting repair work. At the heart of the simulator, the authors propose a component that can
be used for any virtual reality equipment and will be further adapted to augmented reality
devices. The use of virtual reality is presented by Song et al. [12] as a set of virtual reality
training systems for three different types of cranes for students. The results of a study at the
Department of Architecture and Architectural Engineering, Yonsei University, South Korea
showed that the VR crane training system significantly improved students’ self-esteem when
operating the crane. The analysis showed that the change in self-efficacy is due to ease of use,
mediated by the sense of presence and perceived usefulness.
Implementation of AR programs was carried out in many subjects. The work of Tosik Gün
and Atasoy [13] is devoted to the analysis of learning outcomes in mathematics. The students
studied “Geometric objects and measuring volume”. Instead of the classical material, didactic
materials with AR markers on paper were provided. The results of the study confirm an increase
in the comprehensibility of the chosen topic and an increase in academic performance. Also
in work by Hung et al. [14] the application of AR in biology lessons is considered, namely the
comparison of understanding the material using augmented reality and with the standard use of
textbooks. The results showed that the lessons with augmented reality were deeper in the study
of the material and more practice-oriented. Which, in turn, is more interesting for children.
Augmented reality in secondary education is focused on supplementing existing knowledge
with more visual demonstrations, as well as explaining abstract phenomena with examples that
can be detailed. In [15], augmented reality technology was used in physics lessons within the
school curriculum, which showed a deeper academic performance, as well as involvement in
the academic subject. Salmi et al. [16] came to the conclusion that the use of AR in the learning
process is effective for all children, especially for those who previously had low academic
performance and learning ability.
Augmented reality in education involves expanding existing knowledge or learning new
ones with the help of visual aids, which improves the quality of the study of the material.
Today there is experience of using augmented reality for school textbooks, teaching aids, books
[17, 18, 19, 20].
Kravtsov and Pulinets [17] describes the use of AR on the example of visualization of models
of physical processes in a school physics course. The authors have developed 3D models that
appear when hovering over pictures in physics textbooks. Also, visualization of the thermal
conductivity of physical bodies using AR allows the student to participate in the experiment.
A particular attraction is the use of augmented reality in the education of young children
[21, 22, 23, 24, 25, 26, 27, 28]. Yilmaz et al. [18] examined the understanding of information
by preschoolers, as well as whether they enjoy the process. The research results demonstrate
the emotional involvement of children in the learning process and their emotional uplift. The
use of AR software for studying books made it possible to notice that children remember the
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plot faster, and then they involve their parents in retelling the story based on “coming to life
pictures” [18, 19].
Play as a teaching and learning tool for preschool children is suggested by Chrisna et al. [23].
The aim of the research is to create an educational game about animals for young children.
The authors propose an augmented reality app “Kotak Edu” that teaches children to identify
three-dimensional animal shapes and helps improve literacy.
Costa et al. [24] also focuses on game-based learning. The paper presents a mobile augmented
reality platform for educational purposes. The platform includes a mobile application, which
consists of a location game aimed at understanding the universe, and an e-office, which allows
teachers to enter information about celestial bodies.
An urgent task for the application of augmented reality is an early literacy [22, 23, 25, 26, 27,
28]. Mahayuddin and Mamat [25] studied the use of a mobile augmented reality application
for teaching phonetic literacy to children with autism. At the Malak Autism Education Center,
educators used the AR-app to improve literacy in children with autism using a phonetic teaching
method. Observations have shown that children with autism are addicted to three-dimensional
visual objects, and the application helps to associate graphics with images of the surrounding
objects. Visual and sound effects attract children and focus their attention mainly on literacy
and learning. But the authors consider the unstable operation of the mobile AR-application to
be a negative point, which requires further refinement.
Che Dalim et al. [26] explores how AR technology helps young children learn English
that is not their native language. The article describes the experience of children in terms
of gaining knowledge and pleasure from learning using a combination of AR and speech
recognition technologies. For this, the authors have developed a prototype AR “TeachAR”
interface. Experiments have shown that thanks to the combination of AR and the traditional
method, young children learn language faster and easier.
The experience of developing and using a mobile application with augmented reality for
learning the alphabet by children is described by Nanda and Jha [27]. The authors confirm that
the possibilities of augmented reality are a fun new way to involve children in learning the
alphabet. The AR-app allows kids to become more familiar with letter recognition, learn letter
pronunciation and improve their skills and memorization.
Nigam et al. [28] also presents an augmented reality application that creates an interactive
alphabet learning environment for children. The authors report that the app motivates children
to self-study.
Thus, augmented reality is widely used at various levels of education such as higher education,
secondary education, primary education, and preschool education.
For young children, training is successfully carried out with a playful form. Motivation, fun,
and curiosity are important ingredients in any educational game. Publications confirm that this
can be achieved using augmented reality technologies.
Augmented reality in preschool education involves the use of colorful images of simple things
such as illustrations for a book, simple shapes, animals, numbers, and the beginning of learning
the alphabet.
From the age of 3, the child remembers the order of actions with the phone starting from the
fourth demonstration. Thus, even without knowing how to read, the child can use the mobile
application on his own. The mobile application is seen as an additional element of interest in
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training and will not replace a fully-fledged training.
However, implementation in early childhood education is still limited as the required software
is required. Therefore, the development of a learning environment with augmented reality for
learning Ukrainian letters for young children is very important.
3. Activities that provide a personal experience of the child with
the help of AR technology
The characteristic of competence as a personal achievement of a child, as a result of the
educational activity of an adult with a child, is considered by us as a sequence: an emotional-
value attitude, the formation of knowledge, life skills [29]:
• Emotional-value attitude: shows interest in computer and digital technology (computer,
tablet, phone); motivated by the value of respectable interaction in the Internet space;
has a cognitive need for discussion during computer games (educational, developmental,
game), shows respect for other participants in the information space (users), shows a
positive attitude towards modern digital technologies, reacts emotionally to the plot of
computer games, demonstrates interest in communicating with others through technical
means during the game and outside it, determines the value preference in the choice of
educational and developmental games, and the like.
• Formation of knowledge: has an idea of information, communication and digital technolo-
gies as modern technical means that expand information horizons and help to navigate
in the world in conditions of high technicalization of life, demonstrates the formation of
knowledge about the features of computer technology, ways to control it with the help
of peripheral devices, correctly names it components, knows the purpose and names of
peripheral devices, deliberately uses computer technology (as intended); possesses the
skills of searching, transferring information, is familiar with the basic resources of the
Internet and the rules of the information world and knows how, if necessary, to protect
himself from various information threats, practically possesses digital tools, knows how
to use interactive exercises, performs operations and algorithmic actions of the initial
user, which constitute one of the essential components of educational activities, realizes
digital technologies contribute to the development of skills necessary for problem solving,
analytical thinking, creativity, the formation of interpersonal emotional intelligence,
including empathy, cooperation, social awareness).
• Life skills: a child is able, independently or with partial help from an adult, to turn on
computer equipment and use it while playing, drawing, constructing, modeling. Com-
plies with the safety rules for the use of computer technology. Manages himself while
communicating on the Internet and in computer games, discovers the ability to behave
safely with strangers on the network; is responsible for respecting computer technology;
can deliberately differentiate and select cognitive and game content, characterizes its
content; shows the ability to complete computer lessons on time.
The work consists of three stages:
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• first is the presentation of the original problem due to the situation – the identification of
a friend in a new material;
• second is the presentation of a visual image – forecasting, putting forward hypotheses
about the past or future of objects, a situation that needs to be understood;
• third is the implementation of practical actions with cognitive material – the unification
of the elements of the understandable as a whole.
The listed activities of a child with AR technologies and stages of work are possible if there
are structural components of the learning model. We have defined the construction of a teaching
model as an imitation of the educational process of teaching literacy by creating a schematic
order. The training model has the following form (figure 1), it reflects all the elements as a
single system.
Figure 1: Stages of work with AR technology.
At the center of all work is the child of preschool age as the central object of the influence
of many factors: content, pedagogical, didactic, technological and others. When organizing
cognitive activity, the following algorithm is advisable: all codes are used that carry a sensory-
cognitive, logical-mathematical meaning, elements of research search – a word, a drawing, a
physical image, a diagram, a model, and practical actions [29].
The introduction of early literacy is an excellent simulator for the classic literacy that a child
will encounter in the senior group of kindergarten and in elementary school. In addition, at an
early stage of literacy, the child’s interest in learning can be adjusted, the intensity of learning
can be smoothly introduced, thereby learning will take place in a healthy and environmentally
friendly manner.
In this regard, a more detailed study of this problem made it possible to identify the necessary
rules for using AR. We make the following proposals for the promising spread of directions for
using AR technologies for teaching preschool children and primary school children:
• Continuous viewing of training exercises – no more than 15 minutes.
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• Working with modern technologies in accordance with sanitary requirements is allowed
no more than 2 times a week (morning and afternoon).
• Based on the content of teaching literacy under the “Confident Start” program [29] in
preschool educational institutions, the mobile AR-application will allow you to adjust the
educational process, prepare the child for school: during the pre-literate period, master
the elements of literacy, carry out preparatory, propaedeutic work to master the elements
of written speech; to get acquainted with the basic units of speech and learn how to
correctly use the terms to mean “sentences”, “words”, “sound”, “syllables”, “letters”.
4. Analysis of similar mobile applications
During the research of analogs existing in the Google Play Store, many applications similar
in topic and technical direction were identified. But only those that use augmented reality
technology were selected. At the same time, they are aimed at carrying the elements of the
game into the process of teaching children language basics.
Alphabet-AR [30] is an addition to the printed alphabet, aimed at capturing children’s attention
to the process of learning the Ukrainian language. By scanning the pages of the book, the
application installs in their place a three-dimensional animated model, endowed with sound
in the form of individual sounds, words or verses. The 3D models used in Alphabet-AR are
endowed with bright colors and pleasing visual style, which is a definite advantage considering
the target audience.
Unfortunately, it was not possible to conduct a full testing of the product, as it is necessary to
purchase a special alphabet, a link to which was not found during the inspection of Alphabet-AR.
This fact can be attributed to a number of disadvantages, since everyone will not be able to
freely use this application.
Another analogue, similar to the program under development, is the 360ed Alphabet AR [31],
aimed at teaching children the English language using augmented reality and linguistic games.
Unlike the previous program, in this product there is a link to a demo card with vivid images
necessary for displaying models in augmented reality, as well as the ability to listen to the
names of cards in different languages. From a technical and graphical point of view, the app
is executed on high pebbles. The only drawbacks are the inability to choose the Ukrainian
interface language and the need to purchase the full version of the program to open the full
range of application capabilities.
The latest analogue of Kids Alphabet Learning with Augmented Reality [32] differs from the
previous counterparts in its minimalistic interface design and limited functionality. The program
has the ability to scan maps, which can be downloaded through the built-in instructions, and
display flat drawings based on the scanned image. This is the main and only function available
in the application, which is a disadvantage. But it should be noted that the visual style used
looks attractive to the target audience.
So, the considered analogs of applications indicate that on the market of free mobile applica-
tions there are many similar programs that differ only in the quality of execution, language
and territorial characteristics. On the other hand, it should be noted that there are almost no
separate applications aimed at the Ukrainian-speaking user. In addition, a combination of skills
117
Table 1
Comparison of the analyzed analogs
Application
Comparison indicator Alphabet-AR 360ed Alphabet AR Kids Alphabet Learning with AR
Using 3D models + + -
Using AR (augmented reality) + + +
Availability of sound + + -
The presence of the
Ukrainian language + - -
in learning letters, numbers and animal sounds was not found.
Also, applications, functional and technical elements, which can become a support for further
development, are analyzed (table 1).
Thus, both the advantages of existing analogues and disadvantages were taken into account.
Based on this knowledge, it was decided to develop a new application “Fox Alphabet AR”, which
maximizes all the advantages and takes into account the disadvantages of analogs.
5. Development of a mobile application “Fox Alphabet AR”
For the development of the application, a free cross-platform environment for developing
computer games Unity was chosen. This environment has a rich set of tools for creating 3D mea-
surements in augmented reality. To write program modules, the object-oriented programming
language C# was used, since there is support for the latest version of Unity [33]. During the
development of the application, an analysis of existing libraries and add-ons was carried out that
allow displaying three-dimensional objects in augmented reality. It was necessary to give pref-
erence to one of the alternatives: ARCore [34] or Vuforia [35]. We compared the performance
of a mobile app with augmented reality based on general performance characteristics based on
Vuforia and AR Core (table 2). From the above table, you can see that software applications
behave in about the same way, but the launch speed of an application built on ARCore is higher.
If we analyze the accuracy of working with the application, and this is the main criterion, since
the application is planned for children to work, then Vuforia works better at short distances,
and ARCore at further ones. In addition, Vuforia is more efficient than ARCore.
From the above table, you can see that software applications behave in about the same way,
but the launch speed of an application built on ARCore is higher. If we analyze the accuracy of
working with the application, and this is the main criterion, since the application is planned for
children to work, then Vuforia works better at short distances, and ARCore at further ones. In
addition, Vuforia is more efficient than ARCore.
Thus, in order to ensure the minimum requirements for the hardware component of the future
product, it was decided to choose the second possible version of the library. Although the techni-
cal potential of the Vuforia package lags slightly behind ARCore, the available functionality will
be enough to complete the task. The main function of the application is to study the Ukrainian
alphabet. For this, models of letters were created, which are shown in the figure 2. Additionally,
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Table 2
Testing applications running on Vuforia and ARCore
No Comparison indicator Vuforia ARCore
1 Change screen orientation: vertical positioning + +
2 Change the screen orientation: horizontal positioning + +
3 Interrupt: call + +
4 Interruption: sms + -
5 Interrupt: system notification + +
6 Interruption: folding - +
7 Interruption: sleep mode + -
8 Device memory full - +
9 Insufficient battery charge (less than 20% ). + +
10 Display accuracy at a phone angle of 20 to 160 degrees 71% 67%
11 The efficiency of the application when changing the distance
of the smartphone to the marker from 10 to 65 centimeters 74% 61%
12 Application launch speed 7 sec 4 sec
the application contains models of numbers and animals. For all letters, corresponding sounds
are provided, for numbers – the sound of the name, for animals – their sounds.
To save images, with subsequent recognition by the system, a database was chosen offered
by the Vuforia platform, which is available to registered users [35]. Also, in order to provide
users with the ability to freely download and use the cards necessary for recognition by the
application, it was decided to embed a link to the archive in the Google Drive cloud storage.
Before writing software modules and setting up augmented reality, the first priority is to load
images into the Vuforia database that will be used for scanning. For this, two groups of cards
(letters and numbers) were selected, which will become the basis for displaying 3D models in
subsequent development steps. A total of 47 images were used, sized 3.15 MB. Along with the
image, a list of audio signals of the same number is created.
The next step in creating augmented reality is to assign to each image, from a previously
created database, the corresponding 3D models. Thus, for each card after successful recognition,
its own three-dimensional model will appear. Recognition is implemented by means of the
Vuforia library.
The assignment of the image to the corresponding 3D models is done by hand using the Unity
editor. For this, a software module is implemented for each image, in which the application
receives instructions for actions when the image is recognized by the camera. An example of
the object from the development environment is shown in the figure 3.
To increase the speed of the system, it was decided to split the application into two mod-
ules. The first module includes only the interface, and the second – the main functionality of
augmented reality.
To work with the application, the main menu is provided, where you can select one of the
training sets. Also added instructions and additional notification of the need to download
the cards on which the training takes place. All actions for the child are also voiced in the
application. In addition, when you point the phone at the card and when the 3D model appears,
119
Figure 2: Examples of 3D letter models.
dubbing occurs. Thus, learning takes place on a visual level and on an auditory and tactile level.
Since the cards can be printed separately, and the child can play with them outside of training
in the application. In order to study the next map, it is enough to point the phone at it. The
figure 4 shows an example of how the application works.
6. Results and discussion
The study of letters – the alphabetical period in the modern method of teaching literacy is
divided into two stages. At the first stage, the letters denoting vowel sounds are studied and
letters denoting consonants. At the second stage – letters that contain several sounds, as well
as letters that make the sound softer, in which children move on to reading words of a more
complex structure. The division into stages is advisable because it allows you to more clearly
120
Figure 3: The example screen view of the object from the development environment.
define the tasks of the stages of learning and thus develop a system and methodology for the
work of teachers and children.
In the experiment, we took into account the new requirements for training in accordance
with the Concept of the New Ukrainian School, the main goal of which is to prepare a competent
modern Ukrainian. Therefore, it is necessary to change the forms, methods and technologies of
teaching. An experiment was conducted on the use of the developed mobile application with
augmented reality among children.
We carried out a survey of the participants in the experiment, namely, teachers of educational
institutions and parents of the city of Mariupol.
The survey was designed to analyze and support further data collection on the current trend
in AR learning adoption. The objective of the survey was to collect enough examples of software
applications to determine whether the mobile application was useful.
As the parameters of the survey, we chose the achievement of a certain function and the use
of certain capabilities by students. For our study, it was important to identify the interrelated
characteristics of learning (the speed of learning – familiarization, the speed of memorization
and the frequency of independent use of letters), which affect the learning outcomes. Evaluation
of success in terms of indicators was determined by two groups of survey participants: teachers
and parents. An analysis of the implementation of an AR application for educational institutions
and parents is shown in the table 3.
The table displays the number of days for a child to achieve a certain function before and
after using the AR mobile application. The figure 5 shows a diagram of the views of teachers,
and the figure 6 – the opinions of parents.
To analyze the use of the developed software according to the first characteristic, it was found
that the speed of a child’s acquaintance with letters increased, the study became 2.5 times faster
than without the use of AR technologies.
121
Figure 4: An example of using the application “Fox Alphabet AR”.
According to the second characteristic, the speed of memorization increased according to
the observations of parents and teachers from 10 days to 3 days and from 5 days to 3 days,
respectively. This demonstrates the effectiveness of the use of AR technologies at different
stages of the study of letters. The data of the third characteristic – the frequency of independent
use, most clearly demonstrate a well-designed application. This confirms the fact that children
tend to independently use the learned letters when performing tasks and in everyday life
(respectively, they use the studied material 2 times more often than without the use of AR
technologies). Average registered effect size – doubled letter and learning frequency.
Thus, the results showed that the learning system for letters and numbers when using AR
significantly increased the interest and self-efficacy of children. The speed of memorizing the
material has also increased.
122
Table 3
Results of the answers of teachers to the question: Do you find this technology affects children’s
learning?
opinions of educators (27) opinions of parents (81)
Speed of Speed of Frequency Speed of Speed of Frequency
study by memoriza- of self-use study by memoriza- of self-use
the child tion by the (days) the child tion by the (days)
(days) child (days) (days) child (days)
Before the introduc- 5 10 3 10 5 5
tion of AR
After the introduc- 2 3 6 2 3 10
tion of AR
Figure 5: The results of parents’ opinions.
7. Conclusions
Currently, augmented reality is one of the most actively developing technologies, which has
also found its application in the field of education. AR technology opens up new opportunities
for teachers and increases the attractiveness of learning for students of different ages. This is
especially true for young children, since 3D models have good visibility and high attractiveness.
The mobile AR application developed by us “Fox Alphabet AR” provides an opportunity to
study the Ukrainian alphabet, the names of numbers, the sounds of animals. Thanks to this
application, the learning process is accompanied by 3D visualization and sounding of each letter
and number.
Children who do not receive early literacy continue to decode new information with less
quality in elementary school, which slows down the learning process and contributes to psy-
123
Figure 6: The results of teachers’ opinions.
chological difficulties during the period of adaptation to school. This can cause the child to lag
behind in the learning process. The study of initial competencies, such as knowledge of the
alphabet, allows you to increase the level of decoding of teaching information received from
the teacher.
An analysis of a survey of teachers and parents showed that when using an AR application,
the interest and self-efficacy of children in learning letters and numbers significantly increased.
The use of the AR application increased the speed of memorizing the material and helped to
retain the child’s attention while learning a new material.
In the future, we plan to add visualization of the study of syllables, shapes, colors to support
the early development of children.
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