JIGJIGA UNIVERSITY

INSTITUTE OF TECHNOLOGY

DEPARTMENT OF INFORMATION TECHNOLOGY

Research Proposal Submitted to Research, Publication, And Technology Transfer

Title: Utilization of augmented reality technology as a learning media for

early childhood
Introduction

Early childhood education is the most basic institution in shaping human resources. The nature
of this education is to help children get the right stimulation to develop their potential to be able
to enter the next level of education. Early childhood education helps stimulate child development
through learning [1,2]. The media used by early childhood teachers generally use an educational
game tool. However, the use of this tool as a learning medium has not been successful in
providing a concrete picture of an object and has not been able to attract the attention of children
in the learning process [3]. Early childhood is in the pre-operational stage. Pre-operational stage
is the stage where children think concretely and cannot think abstractly. That is, it needs
something concrete to explain an object to children. In addition, the child's focus point is also
minimal, a maximum of only 15 minutes [4]. Early childhood institutions must innovate,
especially in the use of instructional media. Bearing in mind, now entering the era of the
industrial revolution 4.0 where technological developments are developing rapidly. Children are
more interested in the use of gadgets as learning media compared to the use of educational game
tool [5,6]. The Government of Indonesia issues regulations on the use of technology on ICT
competency utilization maps, namely students can use applications to learn to recognize visual
forms and images [7]. Therefore, through this research we designed augmented reality as a
learning media in early childhood education that can provide real object images and can attract
children's attention in the learning process.

Augmented reality (AR) is a technology that blends digital content with the physical
environment. It has been used in many different ways, and its applications in education are
especially promising. AR has the potential to revolutionize the way preschool children learn, by
providing an engaging, immersive, and dynamic learning experience. This proposal outlines the
potential of AR to provide educational content for preschool children and suggests an experience
designed to provide a safe, fun, and educational experience.

Early childhood education using technology can provide children with a fun, interactive, and
stimulating way to learn. Technology can be used in many ways to help young children develop
important skills such as math, literacy, and problem-solving. This can include using digital tools
such as computers, tablets, and coding to teach concepts. Additionally, interactive educational
games, videos, and apps can be used to keep children engaged in the learning process.
Technology can also be used to provide personalized and differentiated instruction, allowing
children to learn at their own pace. Finally, technology can be used to help teachers and parents
better track a child's progress.

Background
Early childhood education is a critical stage in the life of a child, laying the foundation for future
academic achievement. AR has become increasingly popular in the classroom, as it can provide
an engaging and immersive learning experience. AR can be used to augment traditional teaching
methods, allowing students to interact with virtual objects and environments. In addition, AR can
be used to provide students with valuable feedback about their progress, helping them to develop
self-regulation skills.

Statement of the problem

The problem of enhancing learning through the use of Augmented Reality (AR) in Early
Childhood Education (ECE) is that there is a lack of research and understanding of its potential
impacts on children's learning and development. Additionally, there is a lack of qualified
educators with the knowledge and skills necessary to effectively implement AR into the
classroom. There is also a need to address the potential risks of using AR in ECE, such as
potential distraction from learning, as well as potential health and safety issues. Finally, further
research is needed to understand how AR can be effectively and safely used to enhance learning
outcomes for children in ECE.

Objectives

General objectives

The primary objective of this proposal is to explore the potential of augmented reality in early
childhood education. This proposal will review existing research on the use of AR in education,
and will identify the most effective strategies for its implementation. The proposal will also
make recommendations on how to use AR to enhance teaching, learning, and assessment in the
early childhood classroom.

Specific objectives

1. To evaluate the effectiveness of Augmented Reality (AR) in Early Childhood Education

(ECE) in enhancing learning outcomes.
2. To explore how AR technologies can improve and facilitate learning in ECE settings.
3. To identify the potential benefits of using AR in ECE, including improved engagement,
enhanced creativity, and enhanced motivation for learning.
4. To identify the potential challenges of using AR in ECE, including cost, training and technical
issues.
5. To determine the most effective ways to implement AR in ECE settings.
6. To develop strategies to ensure effective, safe, and appropriate use of AR technologies in
ECE.
Research Questions
The research will address the following questions:
1. How effective is augmented reality in enhancing learning outcomes in early childhood
education?
2. What types of AR experiences are most effective in promoting learning in a classroom setting?
3. What impact does AR have on student engagement, knowledge acquisition and retention, and
the development of higher-order thinking skills?
Methodology

This proposal will use a qualitative, exploratory research methodology. The research will include
an extensive review of the literature on the use of AR in early childhood education, as well as
interviews and focus groups with early childhood educators. The research will also include a
survey of parents and students to assess their opinions on the use of AR in the classroom.

The research will use an experimental research design to investigate the effects of AR on
learning outcomes in early childhood education. The study will involve surveying primary
school teachers and analyzing classroom data to examine the effectiveness of AR in improving
learning outcomes. The survey will include questions about the teachers’ perceptions of AR and
its impact on student engagement, knowledge acquisition and retention, and the development of
higher-order thinking skills. The classroom data will include assessments of student performance
as well as observations of student interactions with AR experiences.

Methodology:
1. Research: Research current literature and practices on the use of Augmented Reality (AR) in
early childhood education. Identify benefits and drawbacks of using AR in the classroom.

2. Design: Create a plan for implementing AR in the early childhood classroom. Consider the
types of activities that can be used in the classroom, as well as the hardware and software
needed.

3. Implement: Implement the plan in the classroom, ensuring that all hardware and software is in
place. Train teachers and other staff on how to use AR in the classroom.

4. Monitor: Monitor student engagement and learning outcomes while using AR in the
classroom.

5. Evaluate: Evaluate the efficacy of using AR in the classroom. Consider student engagement
and learning outcomes, as well as any feedback from teachers and other staff.

6. Refine: Make changes to the implementation plan based on the evaluation. Consider any
changes to the hardware or software, as well as any changes to the types of activities used.

7. Repeat: Repeat steps 4-6 until desired outcomes are achieved.

Expected Outcomes

It is expected that this proposal will identify the most effective strategies for using AR in early
childhood education, and will make recommendations as to how to use AR to enhance teaching,
learning, and assessment. The proposal will also provide guidance on how to ensure the effective
implementation of AR in the classroom.
 WORK PLAN

The year 2023/2024

N Activities Jan Feb&Mar Apr May&J July&Aug Sep&Oct Nov&Dec
o
u
1 Proposal preparation

2 Presentation and approval process

3 Data collection & dataset

preparation
4 Recommender System design
5 Writing, editing& Testing

6 Report Submission

7 Report defense

Budget

N
Type of Cost Item Unit Quantity Unit Price Total cost Remark
o
Stationery and Printing Paper Pkt 3 500 1,500.00
Software Cost Color print (Document) Pcs (A4) 200 30 6,000.00
Software for Data
1 extraction Pcs 2 200 400.00
Binding Pcs 10 50 500.00
Pen Pkt 5 60 300.00
Sub-total 8,700.00

Data Collector (library Days 130 405 52,650.00

Labor Cost worker)
Data cleaner (Researcher) Days 8 405 3,240.00
Data Analyst (Researcher)
Days 8 405 3,240.00
2
System Developer
(Researcher) Days 8 405 3,240.00
System Tester Days 165 405 66,825.00
Sub-total 129,195.00

3 Researcher Days 4 405 1,620

Transportation Air Ticket (for 4 4000 16,000
Interviewing experts)
 Sub-total 17,620

Reviewer 10 189 1,890.00

Presentation Monitoring and
4 Evaluation officer 4 189 756.00
Refreshments 15 189 2,835.00
Sub-total 5,481.00

Grand Total 152,296

Budget
Summary
No Type of Cost Sub-total Remark

1 Stationery Fee 8,700

2 Labor Fee 129,195.00

Transportation fee
3 17,620
Presentation Fee
4 5,481.00
Total 152,296
References

[1] Currie J 2001 Early childhood education programs Journal of Economic perspectives 15(2)
213-38

[2] Britto P R, Lye S J, Proulx K, Yousafzai A K, Matthews S G, Vaivada T, Perez-Escamilla R,

Rao N, Ip P, Fernald L C and MacMillan H 2017 Nurturing care: promoting early childhood

development The Lancet 389(10064) 91-102

[3] Barr R 2008 Attention and learning from media during infancy and early childhood
Handbook on children, media, and development 143-65

[4] Huitt W and Hummel J 2003 Piaget's theory of cognitive development Educational
psychology interactive 3(2) 1-5

[5] Paraskeva F, Mysirlaki S and Papagianni A 2010 Multiplayer online games as educational

tools: Facing new challenges in learning Computers & Education 54(2) 498-505

[6] Silawati E and Rachmania S 2016 Character building of early young learners through gadget
as learning media in kindergarten Advances in Social Science, Education and Humanities
Research (ASSEHR) 58 152-156

[7] Syahid A A, Sunarya D T, Sudin A, Sunaengsih C and Karlina D A 2019 ICT competences
of primary school teachers Journal of Physics: Conference Series 1318(1) 012148