The effect of augmented reality-supported instructional applications on preschool children's early geometry skills

The aim of this study is to examine the effect of augmented reality (AR)-supported instructional practices on the early geometry skills of preschool children aged 60–72 months from low socioeconomic backgrounds. The study employed a quasi-experimental design with a control group and a 4x3 mixed measures design, including pretest, posttest, and retention test measurements. In the 2024–2025 academic year, primary schools affiliated with the Gaziantep Provincial Directorate of National Education that included preschool classrooms were identified using criterion sampling. Among the preschool classes in these schools, experimental and control groups were selected based on voluntary participation using purposive sampling. The sample consisted of four groups: Experimental Group 1, in which AR-EGOP (Augmented Reality–Supported Early Geometry Education Program) was implemented by the researcher (n = 22); Experimental Group 2, where AR-EGOP was implemented by the teacher (n = 13); Experimental Group 3, in which the non-AR version (EGOP) was implemented by the teacher (n = 13); and a Control Group (n = 14). The data were collected through the Digital Early Geometry Test (DEGT), developed specifically for this study. For the control group, the learning outcomes, indicators, and concepts targeted by AR-EGOP were provided through a weekly activity schedule without any AR or structured intervention. Both AR-EGOP and EGOP were implemented in the experimental groups three days a week over nine weeks, totaling 27 sessions. The DEGT was administered at three time points: before the intervention (pretest), immediately after the intervention (posttest), and two weeks following the intervention (retention test). To examine the effect of group (Experimental 1, Experimental 2, Experimental 3, and Control) on the dependent variable, a one-way analysis of variance (One-Way ANOVA) was conducted based on the difference scores. The findings revealed a statistically significant increase in the DEGT difference score means of children in the experimental groups compared to the control group. Specifically, the difference scores of Experimental Groups 1, 2, and 3 were significantly higher than those of the control group. Comparisons among experimental groups indicated a statistically significant difference in favor of Experimental Group 1 over Experimental Group 3, while no statistically significant difference was found between Experimental Groups 2 and 3. Moreover, the examination of effect size values indicated a large effect size in the groups where AR-EGOP and EGOP were implemented. The results of the retention test analysis, based on difference scores, demonstrated that the effects of the programs were sustained over time. In conclusion, both AR-EGOP and EGOP were found to be effective in enhancing the early geometry skills of preschool children from low socioeconomic backgrounds, with AR-EGOP showing a significantly greater impact compared to EGOP.