.png){kind=icon}
.png){kind=icon}
Return
The effect of digital and traditional methods on learning and retention in preschool education: a comparison of virtual reality, augmented reality, web-based, and manipulative materials
.png){kind=icon}
PRE
AI
C
DOI：10.1007/s10639-026-14119-5.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
The pedagogical use of digital technologies in early childhood education is increasingly prevalent today. Augmented reality, virtual reality, and web-based content have the potential to make children’s learning processes more interactive and lasting. In this context, the study compared the effects of different teaching methods presented with augmented reality, virtual reality, web-based, and manipulative (traditional) materials on children’s learning and retention levels. In the quasi-experimental study, a total of 400 children attending preschool education institutions in Bayburt, Turkey, were divided into four different groups and evaluated using a “pre-test–post-test–retention test” model. The results revealed that the virtual reality group achieved the highest scores in both learning and retention levels, followed by the augmented reality and web-based groups, while the manipulative group demonstrated the lowest performance. In addition, the virtual reality environment was evaluated by children as the most enjoyable and satisfying method, and children in this group were the most willing to use the training again. These results show that digital technologies such as virtual and augmented reality in preschool education should be evaluated as effective tools in terms of achieving pedagogical goals and increasing children’s interest in learning.
Keywords:
Preschool education
Augmented reality
Virtual reality
Web-based learning
Manipulative materials
Journal
IF:
5.4
Papers:
921
Citations:
1.7W
Organization
Cited Papers