Development and examination of the usability of augmented reality applications for use in early childhood mathematics education

This research aims to determine the components of augmented reality (AR) applications to be designed to teach numbers to children in early childhood, to develop and improve Realistic Mathematics Education-based AR applications within the framework of the determined components, and to examine the usability of these applications. The Hannafin-Peck design model, one of the design-based research model types, was used in this study. In line with this model, the study consists of a three-stage process. In the first step, the needs-analysis stage, a literature review was conducted regarding the needs of 60-72 month old children, their cognitive development characteristics and the usability of technology in general and augmented reality applications in particular. In addition, a focus group interview was held with five preschool teachers in order to detail the use of technology in mathematics teaching, the use of AR in mathematics teaching, the issues that should be taken into consideration when designing AR applications considering the developmental characteristics of children, and the components that should be used in the application. The data obtained was analyzed. In the second step, the scenario and visual components of AR applications were created in line with the findings obtained in the needs analysis step. The last step is the development and implementation step. At this stage, AR applications were developed by the contractor company. The developed AR applications were used by five preschool teachers and six children (60-72 months) attending preschool education. All steps include evaluation and revision. In this study, the steps of the Hannafin-Peck model are explained in detail and at the end, suggestions are made for the design of AR applications, the use of AR applications in the classroom and future research.