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Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education

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Abstract

Technology is ubiquitous in the educational field nowadays. Augmented Reality is one of the emerging technologies with more potential in educational contexts in the mid-term. The purpose of this study is to evaluate if the use of Augmented Reality in early childhood education improves the learning of English as a foreign language, increases pupils’ motivation and helps children at this age to establish more positive socio-affective relationships. A quasi-experimental study with an experimental and a control group was carried out with 52 and 50 early childhood education pupils, respectively. The results show a significant improvement in motivation, learning and socio-affective relationships in the experimental group, who completed instruction where AR was employed as a teaching tool, in comparison with the control group.

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Authors and Affiliations

  1. School of Education of Albacete (Edificio Simón Abril), University of Castilla-La Mancha, Plaza de la Universidad, 3, 02071, Albacete, Spain

    Beatriz Redondo, Ramón Cózar-Gutiérrez, José Antonio González-Calero & Raquel Sánchez Ruiz

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  1. Beatriz Redondo
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  2. Ramón Cózar-Gutiérrez
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  3. José Antonio González-Calero
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  4. Raquel Sánchez Ruiz
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Correspondence to José Antonio González-Calero.

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Redondo, B., Cózar-Gutiérrez, R., González-Calero, J.A. et al. Integration of Augmented Reality in the Teaching of English as a Foreign Language in Early Childhood Education. Early Childhood Educ J 48, 147–155 (2020). https://doi.org/10.1007/s10643-019-00999-5

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