A systematic review of the use of information communication technology, including augmented reality, in the teaching of science to preschool children

Abstract

This study employs a systematic review approach to evaluate how preschool children interact with Information Communication Technology (ICT) Including augmented reality (AR) in the acquisition of scientific concepts. The study also aims to identify preschool teachers' attitudes, perceptions, and opinions about applying technology. To achieve the study's aims, this systematic review examined 9,196 papers from four databases during 2000–2024. Having applied inclusion, exclusion, and quality criteria to the reviewed studies, 23 studies were identified for inclusion in this systematic review. The results indicate that most preschool teachers believe that technology has significant potential for enhancing learning. This is even if the technology they use empathy for traditional methods. In addition, some teachers successfully used technology despite the challenges they faced. Children's interaction with ICT Including AR led to scientific concepts and social communication. In addition, it stimulates learning and interest in further education. This study concludes that ICT Including AR should be incorporated into science education for preschool children. However, teachers must be offered appropriate support and professional development to ensure this happens. Based on the results of this study, recommendations were made for future research on pre-school teachers' perceptions and beliefs regarding augmented reality in teaching science.