Educational magic toys developed with augmented reality technology for early childhood education

Abstract

Shaping children's experience, enhancing their imagination and affecting their behaviors, toys have great importance. Recently, toys have gained a digital characteristic and many children have tended to use them. For this reason, educational magic toys (EMT) were developed with augmented reality technology in this study. It is called as EMT because virtual objects such as story animations, 3D objects and flash animations appear on the toys. EMT has included puzzles, flash cards and match cards to teach animals, fruits, vegetables, vehicles, objects, professions, colors, numbers and shapes for average 5–6 age children in Early Childhood Education. The aim of this study is to reveal teachers' and children's opinions on EMT, to determine children's behavioral patterns and their cognitive attainment, and the relationship between them while playing EMT. Mix method was used and the sample consisted of 30 teachers and 33 children aged 5–6 in early childhood education. As data collection tools, a survey, an observation and interview form were used. This study revealed that teachers and children liked EMT activity. In addition, children interactively played with these toys but not had high cognitive attainment. From this point, we can say that these toys can be effectively used in early childhood education. However, collaborative and interactive learning with these toys should be provided. Moreover, this study will provide an important contribution, present a new educational AR application, and fill the gap in the educational technology field.