The Integration of Augmented Reality (AR) in Early Childhood Education: A Mixed-Methods Study

Abstract

This mixed-methods study explores the integration of Augmented Reality (AR) in early childhood education, focusing on its impact on student engagement and learning outcomes. Conducted in three early childhood education centers in East Java, Indonesia, the study involved 60 children aged 4 to 6, 6 early childhood educators, and 25 undergraduate students from the PGPAUD program at Universitas PGRI Argopuro Jember. Quantitative findings revealed significant improvements in children’s literacy, numeracy, and cognitive performance following exposure to AR learning modules. Observational and qualitative data showed increased student motivation, attention, and collaboration during AR-based activities. Educators and PGPAUD students expressed positive perceptions of AR’s instructional potential, although concerns about technical access and pedagogical training were highlighted. The inclusion of pre-service teachers enriched the implementation process and provided valuable learning opportunities for both children and university students. The results affirm AR’s role as a powerful pedagogical tool that enhances traditional teaching methods. The study concludes with recommendations for sustainable AR integration, emphasizing the need for professional development, inclusive access, and curriculum alignment to support effective technology adoption in early learning environments.