The Influence of Augmented Reality on Enhancing Literacy and Numeracy Skills in Some Selected Pre-primary Schools in Addis Ababa City Administration, Ethiopia

Abstract

This study was conducted to investigate the impact of Augmented Reality on children's literacy and numeracy skills in three selected pre-primary schools (i.e., Yeka-Abado, Miazia 23, and Gode pre-primary school) in Addis Ababa. A quasi-experimental design was employed, comparing a treatment group that received an Augmented Reality intervention with a control group that did not receive it. The study involved 66 children, comprising 33 children from the two pre-primary schools in the treatment group (who received the intervention) and 33 children from a larger population of pre-primary schools in the control group (Gode pre-primary school). The participants were selected through simple random sampling. Data was collected using the Measuring Early Learning Quality and Outcomes instrument. Quantitative data analysis techniques such as percentage, mean, SD, and independent sample t-test were used. The major findings of the study demonstrated that the treatment group outperformed and statistically significant different from that of the control group in aggregate literacy and numeracy skills, although significant overage performances were not obtained across literacy and numeracy skills. In general, the use of Augmented Reality technology has improved complex skills (e.g., backwards and forward digit span) compared to simple literacy and numeracy skills (e.g., letter identification and number comparison) in literacy and numeracy. Poorly designed AR (e.g. neglecting the consultation of integrated pre-primary education curriculum and the play-based learning approach in the process of AR featuring), and behavioral/structural focus of AR strategy affect the proper practice and improve literacy and numeracy skills. This raised some worries about the agency of the children, though. When integrating Augmented Reality technology, the Ethiopian integrated pre-primary education curriculum should be taken into account, and the Augmented Reality materials should be prepared considering the cultural context of Ethiopia