ASSESSING THE ROLE OF AUGMENTED REALITY (AR) IN ENHANCING CONCEPTUAL UNDERSTANDING AMONG EARLY CHILDHOOD LEARNERS IN OYO METROPOLIS

Taofeek Akolade GBADEYANKA; Olalekan Bode LATEEF

Taofeek Akolade GBADEYANKA
Olalekan Bode LATEEF

Keywords: Augmented Reality, Conceptual Understanding, Early Childhood Education Public Schools

Abstract

This study assesses the impact of Augmented Reality (AR) on the conceptual knowledge of
early childhood pupils in Oyo Metropolis, Nigeria. Using a descriptive survey research design,
400 pupils from 10 public schools were randomly selected. The study assessed conceptual
knowledge using a validated questionnaire (r = 0.75), and were analyzed using one-way
ANOVA. Results indicated a significant association between AR use and conceptual
understanding (F = 5.42, p = 0.003), with frequent AR users demonstrating higher
understanding of abstract concepts (F = 4.12, p = 0.002). Challenges encountered were the
scarcity of available AR tools and frequency of use. The study concludes that AR significantly
improves learning outcomes by making abstract concepts tangible and engaging. Based on
these findings, the researcher recommends that teachers integrate AR software into their
teaching practice and that stakeholders provide adequate training and resources to support
this technological shift.