The effect of augmented reality supported drama education program on children's social information processing

The aim of this study is to examine the effects of an augmented reality-supported drama education program on the social information processing skills of children aged 60-72 months. The study was conducted using a pre-test, post-test, retention test, experimental design with a control group. Using criterion sampling technique, the sample consisted of 56 children in total, with 28 children in the control group and 28 children in the experimental group. The experimental group participated in an augmented reality-supported drama education program over eight weeks, comprising 16 sessions, while the control group received no intervention. During the data collection process, the "Social Information Processing Interview-Preschool Version" was administered as pre-tests and post-tests to all children, and as a retention test to the experimental group after four weeks. The findings indicated that the augmented reality-supported drama education program significantly improved the children's social information processing skills and that these skills were retained in the long term. Significant improvements were observed in the experimental group in terms of diversifying and structuring responses, decision making, and evaluation of responses, whereas natural development was observed in these areas in the control group. The results suggest that augmented reality and drama-based education programs are effective methods for enhancing social skills in preschool education.