The Effectiveness of a Knowledge Transfer Workshop on Motion-Augmented Reality Interactive Storybook Development: A Pre–Post Evaluation among Early Childhood Educators

This study evaluated a Knowledge Transfer Programme (KTP) workshop designed to develop educators’ capacity to conceptualise, design, and assemble Motion-Augmented Reality (MAR) interactive storybooks. The intervention combined generative artificial intelligence (GenAI) for story development and prompt-assisted scripting, AI-supported motion generation, and an augmented-reality authoring platform for linking printed pages with digital media. The evaluation focused on three competency domains: concept and narrative knowledge, pedagogical integration, and technical skill mastery. A single-group pre-test–post-test design was used with 19 participants comprising language teachers, preschool teachers, higher-education lecturers, and pre-service educators. Participants completed 5-point Likert-scale evaluation items before and after the workshop. Paired-samples t-tests were used to examine mean differences, with Wilcoxon signed-rank analysis identified as an appropriate non-parametric sensitivity analysis for paired observations. Across the three domains, post-workshop means were higher than pre-workshop means, with statistically significant differences reported for concept and narrative knowledge, pedagogical integration, and technical skill mastery (all p < .001). Effect sizes were large to very large (Cohen’s d = 1.43–2.33). The largest domain-level gain was observed for technical skill mastery. Open-ended responses further indicated gains in cognitive structuring, practical production skills, and confidence, while also identifying constraints involving generative-AI usage limits, character consistency, and limited workshop time. The findings suggest that a scaffolded, hands-on professional learning model can support educators in moving from consuming digital materials to authoring contextually relevant MAR resources. However, because the study used a small, non-random single-group sample and self-reported competency measures, the findings should be interpreted as evidence of short-term programme-level change rather than causal evidence of classroom impact. The study contributes an applied model for combining AR, GenAI, and teacher professional development in early childhood and language education.

augmented reality; motion-Augmented Reality; interactive storybooks; generative artificial intelligence; teacher professional development; knowledge transfer; early childhood education; digital literacy

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