Using Augmented Reality in Early Art Education: A Case Study in Hong Kong Kindergarten

Autor/inn/en	Huang, Yujia; Li, Hui; Fong, Ricci
Titel	Using Augmented Reality in Early Art Education: A Case Study in Hong Kong Kindergarten
Quelle	In: Early Child Development and Care, 186 (2016) 6, S.879-894 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1067888
Schlagwörter	Simulated Environment; Art Education; Case Studies; Teaching Methods; Kindergarten; Technology Uses in Education; Educational Technology; Semi Structured Interviews; Surveys; Teacher Attitudes; Parent Attitudes; Student Attitudes; Administrator Attitudes; Visual Arts; Workshops; Participant Observation; Foreign Countries; Art Activities; Qualitative Research; Statistical Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Survey; Umfrage; Befragung; Lehrerverhalten; Elternverhalten; Schülerverhalten; Optische Gestaltung; Lernwerkstatt; Schulung; Teilnehmende Beobachtung; Ausland; Künstlerische Tätigkeit; Qualitative Forschung; Statistische Analyse; Hongkong
Abstract	Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N = 30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01