Abstract:

These days, there has been an increasing focus on research into the application of augmented reality (AR - hereinafter) technologies in preschool education. Different studies reveal how technology affordances including AR increase the educational opportunities of preschool children: toys with AR function, flashcard media promote engagement into learning activities, motivation, collaboration (Yilmaz, 2015, Utami, Rukiyah, Andika, & Sumarni, 2020), interactive platforms, virtual models change the teaching and learning process (Cascalesa, Lagunab, Pérez-Lópezc, Peronac, & Contero, 2012), develop a child’s cognitive and metacognitive processes (Wang, Kinzie, McGuire, & Pan, 2009), help learning natural science in classes, school laboratories, online spaces environments (Song & Wen, 2018). Much less attention is paid to the problem on how to integrate AR technology affordances and real environment objects while creating effective educational contexts that promote experiential, self-directed, inquiry-based educational process of preschool children.

The aim of our research is to reveal the impact of educational contexts integrating AR technology affordances and real environment objects to promote exploration and deepen the knowledge of 5-6 year old children. The experiment was performed to determine what kind of exploration is encouraged and what knowledge is promoted in the child by:
a) the AR tool iSandbox (experimental group - EG hereinafter) and games in a natural sandbox (control group - CG hereinafter);
b) integrated educational contexts with AR and real objects (EG) and educational contexts with real objects (CG).

Data collection methods:
The observation (video recordings), the interview with the child, the questionnaire to assess the acquired knowledge of children. Data analysis method: a descriptive quantitative analysis.

The results of the research revealed that children achieve best educational results when integrated educational contexts are created, which include the possibilities of AR tools and real environment affordances. These educational contexts enable children's self-directed, inquiry-based development of their knowledge.

Keywords:

Educational contexts for learning, augmented reality technology, early childhood education, inquiry-based learning.