Early Childhood teachers understanding and Perceptions Towards Receptiveness on Augmented Reality (AR) Technology

Abstract

The rapid growth and ongoing evolution of technology and innovation in the current digital era have become well-established, driven by trends in digital transformation. The convergence of technological advancements calls for proactive measures in Early Childhood Education. This study explores the potential integration of Augmented Reality (AR) technology into Malaysia's Early Childhood Education and its subsequent effects on institutional efficiency. A survey involving 200 early childhood teachers across Sabah, Malaysia, was conducted to assess their knowledge and perceptions of AR technology. The results revealed that respondents had a strong understanding of AR technology and viewed it positively as a tool for improving learning. The findings highlighted a positive correlation between the respondents' knowledge of AR and their willingness to incorporate it into their teaching practices.