Augmented Reality as a Teaching Resource: Uses and Possibilities for Early Childhood Education Teachers

Abstract

In a technological world, within the field of Early Childhood Education, the adoption of new technologies faces noteworthy barriers, such as a lack of teacher training, limited resources, and the absence of pedagogical strategies to effectively integrate them into the classroom. This systematic review aims to address the following questions: RQ1: What skills can be developed in Early Childhood Education students through the use of augmented reality? RQ2: How does augmented reality influence the motivation of students in Early Childhood Education? RQ3: What challenges and limitations do Early Childhood Education teachers face when implementing augmented reality in the classroom? RQ4: How can augmented reality be integrated with other pedagogical methodologies in Early Childhood Education to improve learning outcomes? The methodology used based on the four stages of the PRISMA flowchart: identification, selection, eligibility and inclusion, the articles indexed in the Scopus, Scielo, Dialnet databases, both in English and Spanish, published between 2019 and 2024. The initial search results identified 100 articles, of which 20 met the eligibility and inclusion criteria. Augmented reality represents an important tool for transforming early childhood education, providing children with immersive experiences that meaningfully stimulate their learning and holistic development.