Preschool children's and teachers' perspectives on augmented reality applications

This study employs a phenomenological approach to examine the perspectives of preschool teachers and children on augmented reality (AR) applications. The research was conducted with seven teachers working in Kocaeli province and 20 children in their classes who participated in AR activities. Data were collected through the Teacher Interview Form and Student Interview Form, both developed by the researcher. The semi-structured interview forms, designed based on the literature, were finalized following expert review. Data collection involved semi-structured interviews conducted individually with both teachers and children. A purposive sampling method was employed, selecting teachers experienced with AR applications and children from their classes as the study sample. The qualitative data collected were analyzed using content analysis, with coding and thematic categorization conducted through in-depth examination of the data. Additionally, to enhance the validity and reliability of the research, expert opinions were sought, and supplementary methods were applied. The content analysis revealed that AR activities were generally described by children as "fun," "innovative," and "curiosity-inducing." Emotional responses to AR activities were categorized under "excitement," "happiness," "fear," and "surprise." Most children reported no difficulties using technological devices. Children frequently associated AR activities with qualities such as "difference," "animation," and "vividness," with the majority indicating a desire to participate in such activities again. Their responses reflected their interests and curiosities, often centering on "animals," "fantastical characters," "body parts," and "vehicles." Most children indicated they had not experienced AR before, with only a few reporting prior exposure. When describing the activity to their families, children emphasized AR's "realistic/lifelike," "surprising," "exciting," and "fun" aspects. Teachers' views on the benefits of AR technology in education highlighted its impact on "children's attention and engagement levels," "contributions to cognitive development and three-dimensional thinking skills," "effects on social-emotional development," and "enhancements to language and motor development." However, teachers also cited several challenges associated with AR use, including "technical difficulties and the implementation process," "limitations in applicability to certain activity types," and "time constraints and potential for children's boredom." Teachers' attitudes toward AR technology were further linked to "openness to innovation and technological motivation," "lack of knowledge and awareness about AR technology," and "the need for training and equipment."