Exploring augmented reality for mobile learning: a case study with children's readings on environmental sustainability

Abstract

An increasing number of children are using mobile devices at an early age. Some argue that excessive technology usage could have negative impacts on children. If used appropriately, mobile devices can be effective learning tools for children. The main purpose of this study is to explore the impact of Augmented Reality (AR) for children in mobile learning. The experimental study was conducted with 30 participants divided into two groups: AR (a book accompanied with AR) and Book (the same book with no AR). Children's perceptions regarding conservation, wild animals, and the new ecological paradigm were measured with survey questions before and after reading the same AR or Book content on environmental sustainability. The study results demonstrates that AR was more engaging than books alone and more efficient at improving attitudes toward the environment. AR allowed children to empathise more with environmental issues and develop their own learning environments. The study reveals the potential of AR for improving children's learning experiences on environmental sustainability.