Augmented Reality and QR Codes for Teaching Music to

Preschoolers and Kindergarteners: Educational Intervention and

Evaluation

Garyfallia Preka

and Maria Rangoussi

MSc “ICT for Education”, Dept. of Early Childhood Education, University of Athens, 13A, Navarinou str., Athens, Greece

Department of Electrical and Electronics Engineering, University of West Attica, 250, Thivon str., Athens-Egaleo, Greece

Keywords: Augmented Reality, Quick Response Codes, Music Curriculum, Preschool/Pre-K Education, Kindergarten,

Educational Intervention, Game-based Learning, Smart/Mobile Devices, Evaluation, Learning Outcomes.

Abstract: This research focuses on the use of Quick Response (QR) codes, as a part of the Augmented Reality (AR)

technology, in an educational intervention for early childhood education in Music. The educational methods

employed are game-based and collaborative learning within a framework that uses Information and

Communication Technologies (ICT) and mobile devices in indoors and outdoors activities. A modified form

of the ‘treasure hunt’ game is the canvas of the intervention carried out; the learning contents implicitly

taught through the game are elements of the curriculum for Music in Kindergarten. Research questions

address the learning outcomes achieved as well as the development of pupils’ collaborative skills through

the implemented learning method and ICT tools, given the pupils’ age and their as yet limited

reading/writing skills. Evaluation results indicate that the AR-QR technology is a powerful tool that triggers

and sustains children’s interest during the learning process and can enhance their cognitive skills, their

collaborative skills and their social interaction. Verification of the persistence of these results over time

would require a longitudinal study on the same pupils; the findings of this case study, however, indicate the

strong potential of AR-QR tools for the cognitive and socio-emotional development of children.

1 INTRODUCTION

Scientific and technological progress in the field of

Information and Communication Technologies

(ICT) permeates all aspects of human life, education

being no exception. As ICT-related concepts,

behaviours and tools are becoming de facto

dominant in all the younger ages, down to early

childhood, a series of issues are raised and

investigated by scientists of various fields, including

developmental psychology, medicine, pedagogy and

education (see e.g. (Bolstad, 2004) and references

therein). Today research findings concede that

introduction of ICT and related tools in teaching

methodology and daily school practice may be

beneficial for the young learners down to preschool

or Kindergarten age, conditioned upon the adoption

of an appropriate framework that sets both the

theoretic backbone and the methodology to design

and implement teaching and learning, (see, e.g.,

Kalas, 2010; Mishra and Joseph, 2012).

Proponents of the introduction of ICT tools such

as mobile devices (smartphones, tablets) in early

childhood education point out that preschoolers are

already making extensive use of such devices at

home, for entertainment or communication; their

adoption in school, therefore, (a) would make school

and learning more attractive while (b) would let

them experience a more qualitative use of these

devices (Zaranis et al., 2013) – a use other than

gaming, if nothing else. The essential question of

whether ICT tools and methods are advantageous for

the cognitive, emotional and social development at

such early ages remains open to research up to now.

Along these lines, the present research is an

experimental study on (a) the feasibility and (b) the

efficiency of the use of ICT tools, namely mobile

devices and Augmented Reality (AR) applications in

the form of Quick Response (QR) codes, in the

preschool and Kindergarten ages. Efficiency is

measured along two axes, the enhancement of

learning outcomes attained and the development of

social interaction and collaborative skills. For the

Preka, G. and Rangoussi, M.

Augmented Reality and QR Codes for Teaching Music to Preschoolers and Kindergarteners: Educational Intervention and Evaluation.

DOI: 10.5220/0007682301130123

In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 113-123

ISBN: 978-989-758-367-4

113

purpose of this study, an educational intervention is

designed, developed and implemented in a mixed

preschool-Kindergarten class of 20 pupils; it is

staged as a ‘treasure hunt’ game for teams, while the

subject selected as the learning content is music

(rhythm, pitch, the structure of songs, the meaning

of lyrics, body synchronization to music,

acquaintance to musical instruments).

 Is it feasible and realistic to use ICT in class at

the preschool and Kindergarten ages, in the

form of mobile devices and AR (QR codes)?

 Can the teacher exploit it to achieve increased

learning outcomes?

 Can the teacher exploit it to strengthen social

interaction and cultivate collaboration skills in

the class?

These are the main research questions seeking

answers through the implementation and evaluation

of the intervention. In good agreement to existing

studies, evaluation results give positive answers to

all three questions, indicating a strong potential of

the use of ICT (mobile devices and QR code

applications) in class, as to both the cognitive and

the social development of young pupils.

2 METHODS AND TOOLS

The experimental and applied nature of this study is

expressed through the educational intervention

designed and implemented in alignment to the

research questions posed. The intervention adopts

certain learning methods and tools, namely,

collaborative and game-based learning, digital

games and mobile devices and the AR technology

(QR codes, in specific), in order to teach elements of

the curriculum of Music in Preschool/Kindergarten.

2.1 Collaborative and Game-based

Learning

In Collaborative Learning (CL), a group or team of

learners join their efforts and contribute their skills

to achieve a common educational goal, set by the

instructor or teacher. Different definitions emphasize

different aspects of CL; they all stress the

importance of a common goal, though (e.g., Johnson

et al., 1998). CL refers to joining efforts at a level

‘deeper’ or more essential than in cooperative

learning, where members work independently and

merge results. In modern times, CL has emerged

from the socio-cultural theories on learning put forth

by Lev Vygotsky and his students. The concepts of

the zone of proximal development (Vygotsky, 1978)

and of ‘scaffolding’ young learners, (Wood et al.,

1976), along with those of hands-on, experiential

education and active, inquiry- or problem- based

learning, proposed by the New School movement in

the USA (Dewey, 1991), have pushed forward

modern educational methodology and practice.

Social constructivism (Vygotsky, 1978) that extends

classic Piagetian constructivism (Phillips, 1969) to

encompass the social framework and to emphasize

its role in all learning, constitutes the theoretic

background for innovative educational and

pedagogical methods – and for game-based learning

among them.

2.2 Digital Games and Education

The role of games and game playing in the

emotional, social and cognitive development during

(early) childhood could not be overemphasized. As

to the cognitive domain, the educational potential of

games has been recognised since antiquity. ‘Anyone

who makes a distinction between games and

education clearly does not know the first thing about

either one,’ is Marshall McLuhan’s famous relevant

quote. The typical European curriculum for

Kindergarten considers games as its nucleus.

In the digital era, digital games have taken the

lead over traditional games, as expected. They have

so far earned a negative reputation as causes of

youth violence, addiction to playing, anti-social

behaviour, isolation and low performance at school.

Digital Game-Based Learning (DGBL) is the term

proposed by Marc Prensky (2001) to describe ‘any

marriage of educational content and computer

games’. The potential of DGBL is being extensively

researched both theoretically and experimentally,

under various methodological and technological

frameworks, (e.g., Joyce et al., 2009). Among the

many obvious features of games, such as fun,

pleasure, emotion, adrenaline, motivation, flow and

ego gratification, Prensky lists also problem-solving

skills, creativity, social interaction and the

development of collaborative skills. These later

aspects that connect DGBL and CL are exploited in

the present research to ‘build’ the educational

intervention around a digital game.

2.3 Mobile Learning and Devices

Mobile learning is a form of E-learning where

learners use portable devices such as tablets or smart

phones and wireless communication links to connect

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to servers, access learning material and/or take part

in educational activities. The availability of quality

portable devices, in terms of audio, video and

connectivity, of broadband wireless networks and of

well-structured educational scenarios is critical to

the success of mobile learning, according to the

relevant UNESCO guidelines, (2013).

The popularity and wide use of portable devices

across all ages and population groups (Johnson et

al., 2013) make them an ideal tool to motivate and

engage learners of all ages, (Bradley and Holley,

2011). Portability, interactivity and social

networking are features of mobile devices valued in

educational contexts, (Zhang, 2015). Freedom of the

learner from space and time constraints is another

advantage, (Giezma et al., 2013). The learner, the

device and the social aspect should all be considered

while evaluating mobile learning, (Koole, 2009).

Mobile learning has been criticized mainly due to

the technical limitations of current mobile devices

and relevant software (small screens, overloaded

functions, inadequate H/W for quality S/W, etc.).

Existing research shows that in developed

countries preschoolers are familiarized to mobile

devices: at the age of four, they use this technology

to play digital games, watch videos, listen to music,

take pictures or communicate with relatives and

friends, (Plowman and Stephen, 2003; Zaranis et al.,

2013). While pediatrics warn parents and teachers

against extensive use of digital devices at preschool

ages, (e.g., Radensky et al., 2015), a series of studies

report positive results on the influence of mobile

devices in learning for preschoolers, (see Zaranis et

al., 2013, and references therein). Prensky has

anticipated such results and has early attributed them

to the preschoolers ‘nativity’ in ICT. Well-structured

activities designed and implemented by informed

and trained instructors are considered as prerequisite

for successful mobile learning in early childhood.

2.4 AR-QR Technologies in Education

Augmented Reality (AR) cumulatively describes

applications that combine or enhance real world with

digital objects or information, typically of

audiovisual form, thanks to the mediation of

advanced technology (Johnson et al., 2013). Any AR

technology should (a) combine real-world and

virtual content, (b) offer real-time interaction, and

technology becomes more affordable and more

widely available, its educational uses are increasing.

Recent studies on the use of AR in various learning

setups reveal positive outcomes in the cognitive

domain (language use, spatial registration), in

personalized learning in motivation and engagement

of learners – at the cost of a certain discomfort still

caused by equipment (Bacca et al., 2014; Chen et al.,

2016). Interestingly, almost 90% of the use of AR in

schools is through mobile devices, leaving 7% to

computer screens and 3% to special H/W.

QR codes are an extension of (and an

improvement over) standard barcodes. They

emerged in Japanese automotive industry around

1990 and have found widespread use thereafter,

thanks to (a) the use of mobile devices, and (b) the

freely available software for QR code applications

development. QR codes are today the most popular

AR technology in educational setups where they

support open, innovative, active and inquiry-based

scenarios (Rouillard, 2008; De Pietro and Frontera,

2012) with positive influence both on motivation

and learning, for grades down to Kindergarten (Law

and So, 2010). Kohler and Mishra (2009) warn

against the mere ‘additive’ use of QR codes in class

instead of their use in designed, authentic learning

scenarios.

2.5 Music Education in Kindergarten

Music is probably as old as the mankind itself and

an essential part of every known civilization, as a

means for self-expression, creation, communication,

entertainment, or even healing and therapy.

Exposure to music in early childhood is critical to

the person’s relation with music in adulthood

(Gordon, 1980) and musical intelligence is the

earliest one to develop (Gardner, 2011): Kodály’s

music education system starts as early as in

pregnancy, (DeVries, 2001). Bach and Mozart are

famous examples of what early exposure to music,

instruction in music and natural talent may produce.

Music education is acknowledged today as

instrumental to the development of cognitive,

language, motor, emotional and social skills in

children. The major 20

century music/music-

kinetic education systems developed by E.J.

Dalcroze (Eurhythmics), C. Orff (Schulwerk) and Z.

Kodály in Europe and S. Suzuki in Japan have

revolutionized music education. They are the basis

of practically every curriculum for modern music

education – the greek curriculum for Kindergarten

being no exception. Basic music skills sought are

listening, playing/singing and composing.

In particular, teachers are guided towards

launching activities that involve rhythm, melody,

songs, oral musical games, combined music-

kinetics, spontaneous creation or self-expression

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through music and interaction with musical

instruments. Young pupils are thus trained to

distinguish the various qualities of sound and music

and acquire basic skills on listening, understanding,

reproducing, interpreting and synthesizing music.

The educational intervention designed for the

purposes of this research aspires to propose an

integral scenario on instruction in music for the

Kindergarten, which involves mobile devices and

QR codes in a ‘treasure hunt’ game activity aimed at

teaching (music) without compromising fun or

creativity. The contents are drawn from the high

quality, cult greek radio musical program for kids

‘Edo Lilipoupoli’ (1976-80), by the famous

composer Manos Hadjidakis and a team of talented

young artists.

3 EDUCATIONAL

INTERVENTION

The educational intervention is in fact a qualitative

action research that took place in a public

Kindergarten in Nea Ionia, Athens, Greece, for two

weeks in May 2018. It has proceeded in phases:

preparatory activities, design, implementation,

evaluation. A class of twenty (20) pupils consisting

of 17 Kindergarteners and 3 pre-schoolers was

involved; they formed five (5) teams of four (4) kids

each, while the ‘sixth’ team consisted of all 20 kids.

3.1 Preparatory Activities

In order to assess pupils’ existing knowledge and

skills on (a) elements of music, (b) collaboration and

class teacher (first author) has organized a number

of preparatory educational activities in the class

prior to the intervention, followed by a set of pre-test

questions in each one.

 Music: pupils were asked to listen repeatedly

to songs and led by pertinent questions

between repetitions to focus on the lyrics – a

skill they clearly did not have, as they were all

focusing on the score. They were also asked to

listen to sounds made by musical instruments

and try to identify the instrument – a tough

task for most of them.

 Collaboration: pupils were asked to assemble

jigsaw puzzles in teams of four and later in

teams of two, in a class-level competition with

winners. Gaming activities of shorter duration

and discussion on participation followed.

 Existing knowledge on QR codes and mobile

devices and pupils’ skills in using them were

assessed by interviewing pupils.

Results have been used as a guide by the teacher in

designing the intervention and in adjusting the level

of difficulty in each activity therein.

3.2 Design and Development

A game of ‘treasure hunt’ played by teams rather

than individuals is the canvas of the intervention.

Pupils are prompted to move in or out of the

classroom, solve riddles, answer questions, take tests

on music and thus win a prize (a piece of a jigsaw

puzzle). When all teams put their prizes (pieces)

together, an image of the music land ‘Lilipoupoli’ is

assembled; pupils modify it to serve as the board for

a ‘snakes-and-ladders’ game played by the whole

class.

Riddles and tests are developed on a digital

platform (Google Classroom) and accessed through

the QR codes ‘hidden’ in or out of the class; pupils

are led to spot them, scan them using the tablet and

get redirected to the platform. To complete the tests

assigned to their team, members have to collaborate

and develop strategies for problem solving.

Six (6) music elements are the learning ‘targets’,

one for each of the five (5) teams and the sixth one

common to all teams:

1. Rhythm in music (fast / slow);

2. Voice pitch (high / deep);

3. Get the meaning of lyrics;

4. Song structure (‘couplet’ / ‘refrain’);

5. Musical instruments: classes and properties;

6. Bodily expression of music (all class dances

in rhythm).

Each team in turn is asked to (a) use the tablet to

scan a QR code, (b) listen to a recorded message

with the rules of the game and a riddle they have to

solve to spot the next QR code, in or out of the

classroom, (c) scan the next QR code and get

redirected to the activity and test on the platform, (d)

collaborate to complete the activity, (e) use the tablet

to upload answers (text, music or video) to the

platform, and (f) receive the prize (puzzle piece).

Before the intervention, all six (6) music

activities were developed in Google Classroom by

the teacher. Free software was used to design the QR

codes and link each of them to the relevant platform

activity. The ‘Lilipoupoli’ music land jigsaw puzzle

pieces were also designed and crafted (Figure 1).

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Figure 1: The puzzles pieces (prizes) and the assembled

puzzle as a ‘snakes-and-ladders’ board game.

3.3 Implementation

On the first day of the intervention, when pupils

came to school, they noticed a small trunk-like case

left on a chair in the classroom. When they opened

it, they found a message from an unknown character,

‘Q’, who invited them to a game and explained the

rules. They also discovered a tablet, a photo camera

and a set of questions they had to answer (the pre-

test questions, in fact). They all agreed to play and to

follow the rules and got organized in 5 teams of 4.

In the following days, at a certain time within the

day plan, each team in turn would play the game

while the other teams would watch and offer help,

comments and encouragement.

Day #1: The 1

team played while the other

teams were watching and offering encouraging

comments and support. They started by assigning

roles; they scanned the 1

QR code, listened to the

riddle that sent them to the schoolyard to spot and

scan the 2

QR code. This one led them to access

the platform and listen to their task that had to do

with focusing on the song lyrics. ‘Q’ asked them to

listen carefully to two songs of the ‘Lilipoupoli’

record and answer questions on their meaning. After

some thought, discussion and help to each other, the

pupils used the tablet to type in their answers and

received their prize later on, (Figures 2 and 3).

Figure 2: The first team in action: discussion on role

assignment (left); 1

QR code scanning (right).

When activities of day #1 were over, the teacher

would put down in the class log the observation data

to be used for subsequent evaluation: details on the

pupils’ activities, collaboration practices, strategies

developed to overcome difficulties and pupils’

response to the use of ICT (QR codes, mobile

devices). All of day #1 phases were repeated in days

#2 to #5 – the tasks varied so as to cover the six (6)

music elements listed in subsection 3.1.

Figure 3: The first team in action: 2

QR code scanning

(left); their prize (puzzle piece) on the class board (right).

Day #2: The task of the 2

team was to

understand the notion of high-pitched versus low-

pitched voice. They had to recognize each type of

voice in a song that contained both. ‘Q’ then asked

them to sing a song using both voices, record it and

use the tablet to upload it to the platform.

Day #3: The task of the 3

team was to

recognize fast versus slow rhythm in a score or song.

They had to listen to two songs and tag each as slow

or fast. ‘Q’ then asked them to select a fast and a

slow song sample and use the tablet to upload it.

Day #4: The task of the 4

team had to do with

the structure of a song (couplet and refrain). They

were asked by ‘Q’ to listen to a song, spot the

missing refrain, sing it in due time and upload the

recording in the platform (Figure 4).

Figure 4: The 4

team in action: discussion on role

assignment (left); 1

QR code scanning (right).

Day #5: The task of the 5

team was to get to

know the musical instruments and their classes.

They were asked listen to a song and recognize in it

as many musical instruments as possible. They were

then asked by ‘Q’ to type in three instruments, of a

different class each. They were thus trained to

clustering and classification (Figure 5).

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117

Figure 5: The 5

team in action: clustering of musical

instruments (left); typing in answers to platform (right).

Day #6: The activities of this last day involved

all 5 teams; each team through a representative took

part in QR code scanning and listening to their task.

They had to develop and practice a choreography on

a familiar song, to be performed for parents and

friends during the school festival before summer

holidays. They all experimented and proposed

various styles and movements; they then discussed

and finalized it. They rehearsed the whole part and

uploaded for ‘Q’ a video with parts of the rehearsal.

The 6

prize (last puzzle piece) was thus won and

delivered the next morning in class (Figure 6 – left).

The next day: This was planned as a day to

enjoy their ‘trophies’: they assembled the jigsaw

puzzle out of the prize pieces, completed it with

numbered paths and stops and used it as the board to

play ‘snakes-and-ladders’ on, (Figure 6 - right).

Figure 6: QR code discovery in day #6 (left); the ‘snakes-

and-ladders’ game on the assembled puzzle board (right).

Follow-up: The new experiences that pupils

acquired through the educational game motivated

them and aroused their enthusiasm on QR codes.

Throughout the intervention and up to the end of the

school term, pupils would seek and discover QR

codes outside the school environment, e.g. at home,

and would bring them in class. They would show

them to classmates and would scan them, curious to

find out where they would be redirected, (Figure 7).

They thus came to understand gradually that the

scope of this technology is broader than education; it

encompasses commerce, entertainment, news, etc.

Parents were inevitably involved on the kids ‘quests’

for QR codes at home. When questioned by the

teacher, parents expressed both their interest in the

activities and their satisfaction on the engagement

and enthusiasm their kids showed for the daily

school activities.

Figure 7: QR codes discovered at home on various objects

and brought to school by the pupils (follow up activity).

Post-intervention activities of the pupils at school

did verify their positive attitude towards the game

and the QR codes technology. They freely decided

to prepare drawings as farewell gifts to thank ‘Q’ for

the game; they even tried to write the name ‘Q’ on

these drawings, in Greek and in English (Figure 8).

They brought presents for ‘Q’ and placed them in

the empty trunk. Eventually, motivated by an

initiative of two kids, they decided to design and

develop their own similar game. They brought a new

trunk in class, got self-organized in teams,

constructed tests on music and music-related

activities and even set up prizes. In the following

days they enacted the game as a theatre play – a

quite interesting, unexpected development.

Figure 8: Pupils’ drawings as farewell presents for ‘Q’.

Attempts to write the name of ‘Q’ in Greek and in English.

3.4 Evaluation

The research tools employed for evaluation of the

game and the intervention are

 Pre-test, delivered as a structured interview of

each pupils with the class teacher;

 Observation of the pupils while playing;

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 Observation sheets kept by the class teacher

upon completion of the activities of each day

of the intervention;

 Digital recordings (videos) of all days;

 Post-test, delivered as a structured interview

of each pupil with the class teacher.

Pre-test was aimed at assessing (a) existing

knowledge on elements of music, (b) existing

collaboration skills, and (c) existing knowledge on

QR codes and mobile devices and pupils’ skills in

using them.

Post-test was aimed at assessing the same three

dimensions as in pre-test, in order to measure the

change brought up by the intervention.

A practical limitation is that the evaluation load

was carried by the class teacher alone, because it has

not been possible for the school to assign an

assistant or colleague who would aid in the

intervention and would help the teacher in the

evaluation activities. In light of this situation, the

video recordings have been indispensable, valuable

aids for observation of pupils’ actions, interaction,

verbal and non-verbal exchange. Detailed evaluation

results are given in the next section.

4 RESULTS AND DISCUSSION

4.1 Pre-test (Interview) Findings

The purpose of the pre-test was two-fold: to assess

the familiarization of pupils with mobile devices and

QR codes, and to measure existing knowledge on

basic music elements to be taught through the

intervention and game.

All pupils use mobile devices regularly at home

(smart phones: 13 kids (65%); tablets: 6 kids (35%);

both: 1 kid (5%)); popular uses are playing digital

games (70%), watching video/animation (45%),

listening to music (45%) and viewing photos (20%).

Knowledge on QR codes was clearly zero – which

explains the enthusiasm and exploratory attitude the

game aroused in them.

Their existing knowledge on music was varied:

only 4 kids (20%) could differentiate fast versus

slow rhythm and name known songs as examples;

no one (0%) could do so for high (high-pitched)

versus deep (low-pitched) voice; 18 kids (90%)

confused voice type (high/deep) with voice level

(loud/low or soft); no one (0%) knew the meaning of

the ‘refrain’ (chorus) in a song. In the questions on

musical instruments, 5 kids (25%) could name 3 or 4

instruments; the rest 15 kids (75%) could name 0 to

2 instruments – typically, the piano and the guitar.

The overall pre-test conclusion is that, although

pupils were obviously enthusiastic and eager to

answer right, they had very limited knowledge on

the subject to be taught through the intervention.

4.2 Findings from Intervention Videos

All intervention sessions have been recorded on video

for subsequent analysis. The use of digital media was

a necessary aid for the class teacher (first author) who

could not carry out the intervention and keep

observation sheets in parallel. The analysis of the

videos aims to document (a) the collaboration among

team members, (b) their interaction and handling of

adversities, (c) their progressive familiarization with

the use of the tablet to scan the QR codes.

It is clear that discussions during role assignment

within a team were mostly on the use of the (unique)

tablet: all members wanted to hold and use it to scan

QR codes. They showed more anxiety and

restlessness in that than in achieving goals or

answering questions.

Despite the long waiting for their turn to play, all

teams and all members remained interested, focused

and engaged in the process throughout the

intervention, either while playing or while watching

other teams play. In the rare cases of a technical

problem (e.g., a QR code shot out of focus) they

were all willing to help get a clear second shot.

The level and quality of team and class

collaboration become evident through the videos.

Dialogues or silences, the exchange of encouraging

or urging comments, the offering of help and

directions, or the uttering of mere comments and

observations established a close and rather smooth

collaboration. All teams, formed ad hoc, seemed to

understand and respect the need for fair sharing of

resources and for smooth collaboration as terms or

prerequisites both for success and for having fun. No

one would take distance from the centre of action

and, on the other hand, no attempt to exclude any

member was detected. They expressed their will to

collaborate bodily, as they kept their bodies turned

towards the centre of the team during game play.

Upon completion of their part, each of the teams

would hold a discussion on the process, recall the

role of each member and comment on the level of

collaboration. The other teams would attend these

‘debriefings’ with utter interest; they got ideas that

they put to practice when their turn came to play. In

that sense, the level of collaboration was increasing

during the game. The ultimate verification of

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successful collaboration has been the completion of

all missions by all teams with no dropouts.

4.3 Post-test (Interview) Findings

The post-test was held in the form of a structured

interview aimed at assessing the results of the

intervention on (a) the cognitive domain (learning

outcomes), (b) the social domain (interaction,

collaborative skills) and (c) the emotional domain

(experience with AR-QR codes technology and fun

during game play).

4.3.1 Cognitive Domain

Four (4) questions in the interview refer to music:

1. Can you explain what is fast/slow rhythm in a

song? Can you give an example for each?

2. Can you explain what is high/deep voice?

3. Can you think of a percussion/wind/string

musical instrument?

4. Can you explain what is ‘refrain’ in a song?

Answers are tagged by the teacher-interviewer as

‘right’ or ‘wrong’ depending on the correct or

incorrect examples given by each pupil:

 The question on rhythm received a 100%

score of right answers: all 20 kids could sing a

fast and a slow song.

 The question on voice pitch received right

answers by 17 kids (85%); 3 kids (15%) still

could not distinguish high/deep pitch.

 The question on the classes of instruments

received right answers by 19 kids (95%); 1 kid

(5%) could not give three correct examples.

 The question on the ‘refrain’ was an open one:

each kid attempted a definition. 18 kids (90%)

gave right answers along the line ‘refrain is

the part heard many times in a song’; 2 kids

(10%) still could not define the term.

4.3.2 Social Domain

Three (3) questions in the interview refer to

collaboration and social interaction:

1. Have all members of your team taken part in the

game?

2. Was it easy for you to collaborate with others?

3. Can you recall what your role was in the game?

Answers are judged as positive/negative by the

teacher:

 The 1

question received positive answers by

19 kids (95%).

 The 2

question received positive answers by

18 kids (90%), who stated that collaboration

was easy, role assignment ran smoothly and

that they had been glad to help others, in or

out of their team.

 The 3

question received positive answers by

18 kids (90%), who recalled accurately their

role in the team; 2 kids (10%) could not state

their role clearly.

4.3.3 Emotional Domain

Five (5) questions in the interview refer to pupils’

experience with the QR technology and the game:

1. How did you like the game (Not at all/A little/A

lot/Very much)?

2. What did you liked the most about it?

3. Was there any point of difficulty?

4. Would it be easy for you to play with QR codes

again?

5. Do you want to play a game with QR codes

again?

Answers are grouped by the teacher:

 As to the 1

question, 17 kids (85%) liked the

game ‘very much’; the rest 3 kids (15%) liked

it ‘a lot’.

 As to the 2

question, 9 kids (45%) referred to

game elements (puzzles, prizes, musical tests,

etc.); 6 kids (30%) referred to the use of the

tablet; 3 kids (15%) referred to playing in

teams and 2 kids (10%) referred to music and

the songs they sang.

 The 3

question received negative answers

(no difficult points) by 17 kids (85%); 3 kids

(15%) found the musical tests tough.

 As to the 4

question, 17 kids (85%) consider

it easy to use QR codes again; 3 kids (15%)

consider it difficult.

 All 20 kids (100%) want to play games with

QR codes again.

The final, open-type question “What would you

like to say to Q?” was posed to investigate the

pupils’ overall experience during the intervention.

The response was enthusiastic: ‘Thanks for the

game, Q!’, ‘That was a perfect game!’, ‘Q, send us

another game, please!’ are sample answers. The

drawings the pupils have prepared as farewell to ‘Q’,

shown in Figure 8, reveal warm, positive feelings in

verification of their answers to the 5

question.

4.4 Comments on Findings

The progress achieved in the cognitive domain

becomes clear when pre- and post-test findings are

viewed comparatively (see Table 1). In the case of

musical instruments, e.g., the vague ideas and

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limited knowledge pupils had before the intervention

have become much more clear, accurate and detailed

afterwards; new knowledge on classes of

instruments has been successfully constructed. The

pupils’ answers to the questions on music show that

through the game they did construct new knowledge

on the targeted elements of music. What is most

important is that, while they did so, most of them

thought they were just playing a game with a tablet

(see answers to Question 2 in the Emotional Domain

questions). The educational aspect of the

intervention passed unnoticed – a highly desirable

situation in all educational games.

Table 1: Progress achieved in the cognitive domain.

Question Pre-test Post-test

Music rhythm (fast / slow) 4 (20%) 20 (100%)

Voice pitch (high / deep) 0 (0%) 17 (85%)

Meaning of ‘refrain’ 0 (0%) 18 (90%)

3 Musical instruments/classes 5 (25%) 19 (95%)

It is interesting that pupils valued teamwork,

interaction and collaboration as a positive

experience: ‘it is fair that everyone can play and that

we all help each other’, as they have put it. The

strongly positive answers they gave to the social

domain questions may be a result of the general

enthusiasm caused by the game – even so, it is

important that they made such statements.

The videos showed that the game was ‘pitched’

at the right level of difficulty for the pupils to

challenge them, gain their interest and yet be

enjoyable. The technical aspects have been difficult

just enough to make pupils try harder, remain

engaged and get satisfaction from success. It is

notable that in the post-test the majority would recall

in detail the activities and personal roles and were

willing to share their experience with the teacher.

4.5 Discussion

Analysis of the video recordings of the intervention

along with the findings of the interviews reveals that

the intervention has had a detectable positive

influence on all three domains investigated

(cognitive, social, emotional).

The successful completion of all missions of the

game by all teams indicates that the use of AR

technology and the handling of mobile devices are

feasible and realistic for pupils of the Kindergarten

and preschool ages. The user-friendly interface and

straightforward functionality of the QR codes are

well suited especially to these target groups (a) who

have not yet fully mastered reading and writing and

(b) who currently hold the role of users and are

therefore expected to benefit from the use of AR

technology as a tool towards an educational end and

not as a subject to study and master, on its own right.

Usability of QR codes accounts for the active

participation of all pupils and for the ‘transparent’

use of this technology in learning while playing. A

tacit advantage is that pupils have experienced an

alternative use of mobile devices at school to their

standard ‘gaming gadget’ use at home or at leisure.

It is interesting that, despite the availability of a

single tablet and the utter individuality and single-

user nature of these devices that are conceived and

implemented as ‘personal assistants’ rather than

collaboration tools, the collaborative educational

framework within which the tablet has been

employed has dominated and has imposed a social

interaction ‘around the computer’ and ‘through the

computer’ character to the intervention.

The suitability of QR codes for applications in

any subject has facilitated their use in the present

intervention. Post-test questions on music register a

positive ‘delta’ in all taught elements of music. This

should not be attributed to QR technology alone,

though: the use of technology has been in fact

blended with standard Kindergarten practices and

formulated as a game; moreover, the very music and

music-kinetic content selected is known to be a

favorite subject at these ages. Due to practical

limitations of this study, however, it has not been

possible to methodologically disentangle these

factors and study their effects independently.

As to the positive outcomes in the social domain,

apart from the very design of the intervention and

the game as a collaborative activity, two influential

factors are (i) that it has been clearly explained

beforehand to all pupils that collaboration and

teamwork are prerequisites for the success of any

one team, and (ii) that the game was not designed to

be highly competitive and to produce a single

winning team; rather, all teams could become

winners upon completion of their missions – which

they did, in fact. This has led them to connect

through experience the participatory, inclusive,

collaborative behavior to successful results and to

feelings of accomplishment and satisfaction.

Another limitation of this study is the lack of

resources (a) to follow up the same group of pupils

into the next school year, in order to establish the

persistence of detected outcomes, especially in the

social and emotional domains, and (b) to compare

intervention results to a control group of similar

characteristics, taught the same music elements

without QR codes and/or without involving a game.

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5 CONCLUSIONS

An experimental study on the feasibility and

efficiency of AR technology (QR codes) and mobile

devices as learning tools for the preschool and

Kindergarten ages is presented. The study is based

on an educational intervention designed as a

‘treasure hunt’ game, played collaboratively in

teams. Research questions investigated through

evaluation data refer to the progress the pupils made

in the cognitive, emotional and social domain.

On the basis of the evaluation results, it may be

argued that the most important outcome has been the

hearty and enthusiastic participation of all kids and

their full motivation and interest in the game and in

the technology used. Under the cover of the game,

they in fact learned new things on music and on AR

technology. They also developed new strategies on

problem solving, practiced collaborative behaviors

and offered and received help, support and

encouragement from classmates in other teams. In

all three axes evaluated (cognitive, emotional,

social), the pupils have showed measurable

improvement, the cognitive domain ‘delta’ being the

most conspicuous one. Instrumental to the success of

the intervention have been the choices of (a) the

subject of music, (b) QR codes used through mobile

devices, (c) a game with riddles, puzzles, prizes and

(d) the specific music content (‘Lilipoupoli’), an

oeuvre of high artistic and pedagogical quality ideal

for these ages.

In conclusion, results indicate that the QR codes

and the mobile devices may be efficiently employed

in preschool and Kindergarten ages as learning tools;

they show a significant potential for improving

learning outcomes, for cultivating collaboration

skills and for developing a positive attitude towards

technology as an integral part of modern education.

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