Augmented Reality in Early Childhood Education: The Effect of Quiver Application on Science Learning.

This study aimed to investigate the effect of Quiver application on science learning in the preschool period. The study was designed as an experimental design from the nice research type. The sample of the study consisted of a total of 40 children in two kindergartens in the same school determined by random assignment. Five different checklists determined by the researchers were used as data collection tools. Pre-tests and post-tests were conducted just before and just after the interventions with the preprepared checklists. The data were analyzed using the nonparametric Mann-Whitney U test used in the analysis of quantitative data. As a general result of the research, it was concluded that the activity processes planned with augmented reality application created a significant difference compared to the activity processes planned with traditional methods and provided higher learning. Looking at the themes separately, there was a significant difference in favor of the experimental groups in the themes of the cycle of water and rain formation, the life cycle of plants, and the food chain, while there was no significant difference between the knowledge levels of the experimental and control groups in the themes of the life cycle of the frog and sea creatures. [ABSTRACT FROM AUTHOR]