Design and Development of an Augmented Reality Book and Mobile Application to Enhance the Handwriting-Instruction for Pre-School Children

Open Journal of Social Sciences, Vol.5 No.10 – November 30, 2017

Abstract
This paper presents the development of an augmented reality book and application to enhance the pre-school handwriting instruction. The process of learning the handwriting skill is complicated, repetitive and time-consuming. Often pre-school learners are quick to lose focus, enthusiasm as well as motivation. This could be due to the possibility that they are not taught in a manner that matches their learning modality. Augmented reality is a technology that allows for the augmentation of virtual objects in the forms of 3D models, animations or sounds, superimposed upon real-world objects and landscapes viewed through a mobile device. This paper describes how an AR handwriting instruction workbook was designed through incorporation of these AR features in order to address the needs of different types of learners. Initial feedbacks from a survey among preschool instructors based on the developed prototype reveals the potential of AR technology as tool to engage and motivate learners for pre-school handwriting instruction.
 
References
[1] Handwriting Instruction & Learning Modalities, Universal Publishing.
[2] (2012) Handwriting in the 21st Century? Saperstein Associates.
[3] Yuen, S.C., Yaoyuneyong, G. and Johnson, E. (2011) Augmented Reality?: An Overview and Five Directions for AR in Education. J. Educ. Technol. Dev. Exch., 4, 119-140.
[4] Diegmann, P., Schmidt-kraepelin, M., Van Den Eynden, S. and Basten, D. (2015) Benefits of Augmented Reality in Educational Environments—A Systematic Literature Review. Wi, 3, 1542-1556.
[5] Billinghurst, M., Clark, A. and Lee, G. (2015) A Survey of Augmented Reality. Found. Trends? Human—Computer Interact., 8, No. 2-3. https://doi.org/10.1561/1100000049
[6] Solak, E. and Cakir, R. (2015) Exploring the Effect of Materials Designed with Augmented Reality on Language Learners’ vocabulary learning. J. Educ. Online, 13, No. 2. https://doi.org/10.9743/JEO.2015.2.5
[7] Chen, P., Liu, X., Cheng, W. and Huang, R. (2017) A Review of Using Augmented Reality in Education, 13-19.
[8] Wu, S., Lee, W.Y., Chang, H.Y. and Liang, J.C. (2013) Current Status, Opportunities and Challenges of Augmented Reality in Education. Comput. Educ., 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
[9] Markerless vs. Marker Based Augmented Reality—AppReal. https://appreal-vr.com/blog/markerless-vs-marker-based-augmented-reality/
[10] Kaufmann, H. (2003) Collaborative Augmented Real-ity in Education. Keynote Speech Imagina Conf., 1-4.
[11] Saidin, N.F., Halim, N.D.A. and Yahaya, N. (2015) A Review of Research on Augmented Reality in Education: Advantages and Applications. Int. Educ. Stud., 8, 1-8. https://doi.org/10.5539/ies.v8n13p1
[12] Davis, C. and Dickson, D. (2015) Augmented Reality in the Field of Education. Vol. II, 530-531.
[13] Lee, K. (2012) Augmented Reality in Education and Training. Link. Res. Pract. toImprov. Learn., 56, 13-21.
[14] Rambli, D.R.A., Matcha, W. and Sulaiman, S. (2013) Fun Learning with AR Alphabet Book for Preschool Children. Procedia Comput. Sci., 25, 211-219. https://doi.org/10.1016/j.procs.2013.11.026
[15] Rasalingam, R., Muniandy, B. and Rass, R. (2014) Exploring the Application of Augmented Reality Technology in Early Childhood Classroom in Malaysia. IOSR J. Res. Method Educ., 4, 33-40.
[16] Bin Tomi, A. and Rambli, D.R.A. (2013) An Interactive Mobile Augmented Reality Magical Playbook: Learning Number with the Thirsty Crow. Procedia Comput. Sci., 25, 123-130. https://doi.org/10.1016/j.procs.2013.11.015
[17] How Can I Improve Detection and Tracking Stability. https://developer.vuforia.com/forum/faq/how-can-i-improve-detection-and-tracking-stability.