The Implementation Fidelity, Contributions, and Challenges of Augmented Reality in Some Selected Pre-Primary Schools of Addis Ababa City Administration

This study aimed to investigate preprimary school teachers' perspectives on the fidelity, contributions, and challenges of Augmented Reality and 3D visualization in the preprimary education program. Quantitative and qualitative approaches with concurrent triangulation designs were employed to address the purpose of the study. The participants of the study were seventeen preprimary education teachers, two preprimary education principals, one Augmented Reality designer, and four staff members from Plan International, selected by employing purposive sampling techniques. A survey questionnaire, interview, focus group discussion, and document analysis were used to collect the data. Both quantitative (mean and standard deviation) and qualitative (thematic analysis) techniques were used to analyze the data. Findings revealed that Augmented Reality application practice in exploration, installation, and implementation stages were well addressed through the project activities. Preprimary education teachers believed that augmented reality had several contributions, including improving children’s motivation, interest, memory, active involvement, fine motor skill, social interaction, and digital literacy skills. There are a variety of difficulties that affect how Augmented Reality is implemented. The application has several hurdles including limitation in the pedagogy, misalignment with the curriculum, inadequate preparation of the Augmented Reality for KG2, and challenges with using Augmented Reality in large classes. Finally, preprimary education opts to consider emergent ideas, outcomes, and methods. Thus, the application of Augmented Reality needs to reconsider how it can foster curiosity, imagination, reflection, and creativity in the learning process.