Integration of Augmented Reality (AR) Technology in Early

Childhood Literacy Learning: A Joyful, Meaningful, and Mindful

Learning Approach

Lili Mulyani

, Surya Tri Atmaja Ramadhani

, Yulsyofriend

and Tisna Syafnita

Department of Early Childhood Teacher Education, Faculty of Education, Universitas Negeri Padang, Indonesia

Department of Informatics Engineering, Universitas Amikom Yogyakarta, Indonesia

Keywords: Augmented Reality, Educational Technology, Early Childhood Education, Literacy Learning, Joyful

Learning, Meaningful Learning, Mindful Learning.

Abstract: The rapid advancement of digital technology has opened new opportunities in early childhood education,

particularly in enhancing literacy skills. This study explores the integration of Augmented Reality (AR)

technology into early childhood literacy learning through the lens of the Joyful, Meaningful, and Mindful

Learning Approach. AR offers interactive, immersive, and engaging experiences that can stimulate children’s

curiosity, support their understanding of abstract concepts, and improve motivation to learn. The literature

review highlights how AR applications can create joyful learning environments, promote meaningful

connections between digital content and real-world experiences, and foster mindful engagement through

focused attention and cognitive involvement. This paper also identifies pedagogical strategies and practical

implications for educators in implementing AR-based literacy instruction. The findings suggest that AR, when

used appropriately, can become a powerful educational tool to support holistic literacy development in young

children while maintaining a balance between play and structured learning.

1 INTRODUCTION

Early literacy is a crucial aspect of early childhood

development. It encompasses children's skills in

listening, speaking, emergent reading, and emergent

writing, which form the foundation for their future

academic abilities. Early literacy begins to develop

during the preschool years and is significantly

influenced by the environment, media, and teaching

approaches experienced by the child (Whitehurst &

Lonigan, 2001; Lonigan et al., 2008). The

introduction of digital literacy in early childhood can

further support children's social-emotional and

cognitive development through the use of technology.

Moreover, digital literacy serves as a fundamental

competence for navigating the Society 5.0 era and

preparing for Indonesia Emas 2045 (Mauluddia &

Yulindrasari, 2024; Widya & Munisa, 2025).

https://orcid.org/0009-0000-7820-2647

https://orcid.org/0009-0001-7794-8444

https://orcid.org/0009-0007-6743-2173

https://orcid.org/0009-0008-6033-9360

With the advancement of digital technology,

children are becoming increasingly familiar with

digital devices from an early age. This condition

creates opportunities to integrate technology into the

learning process. One technological innovation that

has begun to be utilized in Early Childhood Education

(ECE) is Augmented Reality (AR). AR technology

enables children to interact with digital content

projected into the real world, thereby creating more

interactive and engaging learning experiences for

young learners (Billinghurst & Duenser, 2012). In the

context of literacy learning, AR can present

interactive picture stories, animated letter characters,

and more immersive reading activities. AR functions

not only as a visual aid but also as a medium that

supports children in constructing knowledge through

meaningful, hands-on experiences. This aligns with

Vygotsky’s constructivist theory (1978), which

emphasizes the importance of social interaction,

Mulyani, L., Ramadhani, S. T. A., Yulsyofriend, and Syafnita, T.

Integration of Augmented Reality (AR) Technology in Early Childhood Literacy Learning: A Joyful, Meaningful, and Mindful Learning Approach.

DOI: 10.5220/0014069400004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 245-251

ISBN: 978-989-758-788-7; ISSN: 3051-7702

245

environment, and media in the child’s learning

process.

To ensure the effectiveness of AR implementation

in early childhood education, it is essential to apply

appropriate pedagogical approaches. One such

approach involves incorporating joyful, meaningful,

and mindful learning into early literacy instruction.

The joyful learning approach encourages children to

engage in literacy activities with enthusiasm and

happiness. Learning takes place in a fun and pressure-

free environment, filled with enjoyable exploration

activities that excite and motivate young learners.

Meaningful learning emphasizes the connection

between learning content and children's real-life

experiences, making the learning process more

relevant and engaging for them. Meanwhile, mindful

learning supports children in becoming more focused

and aware during the learning process, fostering

deeper understanding and reflection (Ausubel, 2000;

Kemendikbudristek, 2022; Napitupulu et al., 2022).

Although numerous previous studies have

examined the use of digital technology in early

childhood education, many have yet to specifically

reveal how the integration of Augmented Reality

(AR) can be optimized in literacy learning that

considers emotional engagement (joyful), relevance

(meaningful), and cognitive awareness (mindful).

Most earlier studies have primarily focused on

academic outcomes or the technical aspects of media

development, without deeply connecting these with a

holistic pedagogical approach aligned with the

developmental characteristics of young children.

Therefore, this study aims to address the issue of how

AR applications can create joyful learning

environments, foster meaningful connections

between digital content and real-world experiences,

and cultivate mindful engagement through focused

attention and cognitive involvement. This research

also identifies pedagogical strategies and practical

implications for educators in implementing AR-based

literacy learning. Ultimately, the study is expected to

contribute not only to the development of

instructional media but also to a strategic

understanding of learning approaches that are

developmentally appropriate for young children and

responsive to the demands of the digital age.

2 METHOD

This study employs a descriptive qualitative approach

using the literature review method. Data sources were

obtained from national and international journal

articles indexed in SINTA, DOAJ, and Scopus, as

well as relevant books published between 2015 and

2025. The keywords used in the search included:

augmented reality, early childhood education,

literacy learning, joyful learning, meaningful

learning, mindful learning, and educational

technology.

Inclusion criteria include: 1) Studies that examine

the use of AR technology in early childhood learning;

2) Articles focusing on the development of children’s

literacy or language skills; 3) Literature that links the

joyful, meaningful, and mindful learning approaches

in early childhood education; and 4) Sources written

in either Indonesian or English related to early

childhood literacy learning. Exclusion criteria

include: 1) Studies that focus solely on the use of AR

at the primary, secondary, or higher education levels;

2) Articles discussing digital technology in general

without explicitly addressing AR technology; 3)

Research that centers on the technical aspects of AR

programming without a direct connection to

pedagogical or early childhood literacy aspects; and

4) Literature that is incomplete (abstract only),

unverified, or not peer-reviewed.

Data analysis was conducted through the stages of

data reduction, data presentation, and conclusion

drawing. Each reviewed literature source was

analyzed based on the thematic relevance,

pedagogical approach, type of AR technology used,

and its impact on children's literacy development.

3 RESULTS

3.1 Early Childhood Education in the

Digital Technology Era

The impact of the digital technology era has

influenced all aspects of life, including Early

Childhood Education (ECE). ECE must undergo

significant transformation in its curriculum, teaching

methods, and the role of educators. This

transformation is necessary to produce graduates with

competencies that align with the demands of a rapidly

evolving world. In the past, early childhood teachers

introduced literacy to children through traditional

methods, such as reading storybooks or folktales

aloud. In today's digital era, teachers need to integrate

digital technology into their instructional practices to

capture children's interest and enhance learning. For

example, using digital storytelling or interactive

videos can be more engaging for young learners. This

shift is especially important considering that today’s

early childhood learners are part of Generation Alpha,

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246

who are digital natives and highly familiar with

technology from an early age.

The use of educational technologies such as

digital storytelling, interactive videos, and learning

applications can enhance the cognitive, language,

artistic, and learning motivation aspects of early

childhood development. However, the integration of

technology must be adapted to the age and

developmental stage of the child to avoid diminishing

important social skills, such as face-to-face

interaction and peer play. The use of digital

technology in early childhood learning also requires

strong collaboration between teachers and parents.

Such synergy ensures that when children are at home,

parents are willing to accompany and supervise their

use of digital technology so that it remains

developmentally appropriate and safe. Ultimately, the

use of digital tools introduced by teachers at school

and supported by parents at home will be aligned,

creating a consistent and supportive learning

environment for the child (Hidayat et al., 2023;

Atmojo & Wulandari, 2024; Sumarni, 2022;

Mustakimah et al., 2023).

In the context of technology-based learning

innovations, Augmented Reality (AR) has emerged as

one of the technologies increasingly applied in early

childhood education (ECE) across various regions in

Indonesia. AR is a technology that integrates virtual

objects with the real environment in an engaging,

interactive, and real-time manner. AR can stimulate

children’s imagination and provide an immersive

learning experience. Ultimately, the use of AR in

ECE can enhance children’s engagement in learning

activities and enrich their overall learning

experiences (Billinghurst & Duenser, 2012; Arisanti,

Habiby, & Muttaqin, 2024).

In addition to the role of technology, the readiness

of teachers and parents is also a critical factor in early

childhood education. A study by Mauluddia &

Yulindrasari (2024) emphasizes that teachers' digital

literacy plays a significant role in maximizing the use

of technology in ECE settings. However, teachers’

technological competencies vary, which can affect

the effectiveness of the learning process (Ningsih &

Rahmawati, 2023). Meanwhile, research by

Rahmawati (2024) highlights the importance of

parental digital literacy in establishing healthy digital

mediation practices at home. From a digital pedagogy

perspective, the SAMR framework (Substitution,

Augmentation, Modification, and Redefinition) is

increasingly being adopted in early childhood

education. Within this framework, AR holds

significant potential to reach the Modification and

Redefinition levels, meaning it can create learning

experiences that would not be possible without the

technology (Korhonen et al., 2024).

Thus, early childhood education in the digital era

holds great potential to enrich children's learning

experiences, provided that technologies like AR are

used wisely, educators and parents possess adequate

digital literacy, and pedagogical approaches are

tailored to the developmental stages of young

children.

3.2 AR Technology in Supporting

Joyful, Meaningful, and Mindful

Literacy Learning in Early

Childhood Education

Augmented Reality (AR) is a form of technology that

superimposes 3D virtual objects or content onto the

real-world environment to create a mixed reality

experience, enabling natural and physical interaction

(Law & Heintz, 2021; Li et al., 2024). The use of AR

technology in early childhood education aligns with

Vygotsky’s constructivist theory and Kolb’s

experiential learning theory, which state that

knowledge construction in young children is

influenced by direct experience, social interaction,

and environmental context.

In the context of early literacy learning, AR plays

a significant role in presenting letters, words, and

stories through visual, auditory, and kinesthetic

modalities, making them easier for children to

understand. For example, when children are learning

to recognize letters and vocabulary, AR can display

animated letters and three-dimensional objects that

can be rotated and zoomed in by the child. This makes

the process of letter and vocabulary recognition more

engaging and meaningful. A study by Wulandari et

al. (2020) found that: “AR flashcard media had a

greater influence on children's early literacy than 2D

animated video media... children could see its shape,

imitate it, and listen to its name from the displayed

object.” Therefore, the use of AR can enhance

children's attention, retention, and understanding of

basic literacy concepts in a joyful and meaningful

way.

The use of AR technology in early childhood

literacy learning has demonstrated a variety of

significant benefits. Ramos et al. (2025) state that:

“AR-based pop-up book media can enhance

children's engagement and meaningful

understanding of early literacy.” Such media provide

a multisensory experience that strengthens children’s

absorption of reading materials. Similarly, Putri et al.

(2024) found that: “AR-based reading applications

contribute to the simultaneous development of

Integration of Augmented Reality (AR) Technology in Early Childhood Literacy Learning: A Joyful, Meaningful, and Mindful Learning

Approach

247

cognitive and early literacy skills.” This indicates

that AR is not only visually appealing, but also

supports the development of children's thinking

abilities. Inayah et al. (2024) also note that:

“Symbolic AR learning media are effective in

enhancing early childhood symbolic thinking skills,

which are directly related to emergent reading

abilities.” Arisanti et al. (2024) emphasize that: “AR

technology can improve motivation and

comprehension of abstract concepts, such as letters

and phonemes, which are difficult to teach through

conventional methods.” Similar findings are

presented by Artawan et al. (2022), who show that

AR-based digital games such as maze games and e-

books are effective in improving the literacy skills of

children aged 5-6 years through visual stimulation

and active interaction.

The integration of AR in joyful early literacy

learning is supported by the findings of Pan et al.

(2021), who discovered that the use of AR

applications led to a 6.28% increase in rapid letter

naming skills among children using AR media,

compared to only 3.35% in the group using 2D video.

Moreover, children's learning motivation also

increased by +11.5%, slightly higher than the control

group (+10.9%), indicating that the 3D visuals and in-

app interactions created an enjoyable and exploratory

learning environment for preschoolers. The

integration of AR into meaningful literacy learning is

supported by Citariani et al. (2024), who assert that

AR strengthens the meaning of learning by presenting

contextual and relevant content. For example, AR can

visualize topics such as financial literacy or

environmental literacy, which are closely related to

children’s everyday lives. As a result, children

perceive learning as more meaningful because it is

directly linked to familiar, real-life experiences.

Furthermore, the use of AR to promote mindful

literacy learning is supported by Rinakit Adhe et al.

(2025), who implemented an AR-AI model

(SMARP) featuring interactive storytelling, real-time

feedback, and 3D simulations. The study showed a

significant improvement in critical thinking skills (N

gain = 0.845) compared to the control group. AR

effectively facilitated focused attention and

reflection, fostering mindfulness throughout the

learning process.

The effectiveness of integrating AR technology in

early literacy learning is further supported by research

from Novianti & Pratiwi (2024), which demonstrated

that children’s emergent reading skills increased from

43% to 78% after the use of story- and sound-based

AR media. This underscores how interactive AR

media can significantly enhance children’s memory

retention and engagement in foundational literacy

activities. Additionally, findings from Sari et al.

(2024) revealed that 3D AR learning media not only

improved literacy skills, but also significantly

boosted children's motivation and emotional

engagement in reading and storytelling activities.

The above findings indicate that the integration of

AR technology can significantly expand the

pedagogical scope of early childhood education,

particularly in conveying symbolic and abstract

literacy concepts. As such, early childhood educators

can utilize AR as an innovative tool to create joyful,

meaningful, and mindful learning experiences. AR

can enhance joyful learning by incorporating visual,

auditory, and interactive elements that naturally spark

children's curiosity. It supports meaningful learning

by delivering contextual and relevant content that

bridges the gap between children's real-world

experiences and digital learning environments.

Furthermore, AR promotes mindful learning, as its

interactive and visually stimulating features require

children’s focused attention, analysis, and reflection,

making the learning process more conscious and

profound. The combination of AR technology with

appropriate pedagogical approaches, teacher training,

and active parental involvement is essential to ensure

that this technology is not merely a source of

entertainment, but an effective and holistic medium

for literacy learning in early childhood education.

3.3 Pedagogical Strategies and Practical

Implications for Early Childhood

Educators in Implementing AR-Based

Literacy Learning

In introducing Augmented Reality (AR) as a literacy

medium in early childhood education, teachers need

to apply appropriate pedagogical strategies to ensure

that the technology is used effectively and

meaningfully. At least five key aspects need to be

considered, as follows:

3.3.1 Integrating Digital Pedagogy Based on

Learning Theories

A systematic review has shown that the effectiveness

of AR largely depends on the quality of the

accompanying pedagogy. Many AR applications fail

because their design does not consider proper

pedagogical principles, such as teacher–child

interaction frameworks, scaffolding, and content

relevance. Therefore, early childhood educators need

to implement adaptive scaffolding strategies. For

example, a teacher may provide verbal support when

ICECE 2025 - The International Conference on Early Childhood Education

248

a child tries to spell letters using AR technology, and

gradually reduce assistance as the child’s skills

improve, this aligns with the concept of

Developmentally Appropriate Practice (Bruner in

Vygotsky, 1978).

3.3.3 Teacher as Facilitator and Observer

Literature on early childhood pedagogy emphasizes

that teachers are not merely content deliverers, but

should serve as facilitators who recognize children's

interests, guide exploration, and actively participate

in AR-based literacy learning activities. Therefore,

teachers must be actively involved in selecting and

adapting AR materials to align with children's

interests, not just presenting pre-made literacy

content. This approach ensures that AR integration

becomes child-centered, meaningful, and responsive

to individual learning needs.

3.3.4 Designing Learning Activities that Are

Playful, Meaningful, and Reflective

AR technology should ideally be designed to provide

learning experiences that are playful (joyful learning),

meaningful (meaningful learning), and stimulate

reflection (mindful learning) in children. For

example, teachers can use interactive 3D AR

flashcards, engage children in question-and-answer

sessions, allow them to manipulate virtual objects,

and connect letters or words to real-life objects in the

child’s environment. This helps bridge digital

experiences with tangible, everyday contexts that

children understand and relate to.

3.3.5 Teacher Training and Collaboration

with Developers

Several studies have shown that many educational

AR applications are developed without collaboration

with educators, resulting in high technical quality but

low pedagogical value. Therefore, teacher training is

essential so that educators can understand how to

select, adapt, and utilize AR applications according to

the learning needs of young children in early

childhood classrooms. Collaboration between

teachers and developers ensures that AR tools are

both technologically effective and pedagogically

meaningful.

3.3.6 Context and Impact-Based Evaluation

Teachers need to evaluate the use of AR not only

based on academic outcomes (e.g., letter recognition

or early reading skills) but also on children’s

motivation, emotional engagement, and attention

during learning activities. Formative assessments

such as classroom observations, interviews with

children, and teacher reflections can help enhance the

effectiveness of AR integration in early childhood

literacy learning. This approach ensures that the

technology supports not just cognitive development,

but also social-emotional aspects of learning.

The practical implications for early childhood

teachers in implementing AR-based literacy learning

can be carried out through the following strategies:

1. Teachers design AR-based literacy learning by

dividing children into small groups. They

initiate the activity by asking stimulating

questions to spark children's curiosity, guide

them to explore AR elements, engage in

dialogue, and encourage reflection. For

example, after a child scans an AR letter, the

teacher might ask, “What do you see?”

2. Teachers provide adaptive scaffolding

according to the child’s ZPD (Zone of Proximal

Development). For instance, at the beginning,

the teacher demonstrates how to use the AR

tool, then gradually transfers control to the child

as their competence increases.

3. Early childhood institutions should provide

technical and pedagogical training for teachers

so that they can effectively use AR with a

constructivist approach.

4. Collaboration between teachers and parents is

also essential in applying AR-based literacy

learning. Teachers can guide parents on how to

use AR applications at home, ensuring that

educational content is used safely and

appropriately.

5. Holistic evaluation is crucial to assess the

effectiveness of AR-based literacy learning in

early childhood. Implementation should be

evaluated not only based on literacy outcomes

but also on changes in children's motivation,

engagement, and learning reflection.

4 CONCLUSIONS

The integration of Augmented Reality (AR)

technology in early childhood literacy learning has

been shown to have a positive impact in creating

joyful, meaningful, and mindful learning experiences.

R offers interactive and contextual learning

opportunities that align with the developmental

characteristics of young children. However, the

success of AR implementation in education largely

depends on the pedagogical strategies employed by

Integration of Augmented Reality (AR) Technology in Early Childhood Literacy Learning: A Joyful, Meaningful, and Mindful Learning

Approach

249

teachers. Therefore, a holistic approach to learning,

grounded in child development principles, must serve

as the foundation for the development and use of AR

technology in early childhood education settings.

This study recommends that the development of

Augmented Reality (AR) media for early childhood

education should go beyond mere technological

sophistication and deliberately integrate pedagogical

principles that holistically support early literacy

development. Furthermore, it is essential that early

childhood educators receive comprehensive training

on how to effectively facilitate AR-based learning

experiences, ensuring alignment with the

developmental goals and literacy objectives of early

childhood education. The limitation of this study lies

in the limited number of articles reviewed, which

restricts the depth of the results and discussion. For

future literature review research, it is recommended

to include a greater number of articles to enable a

more comprehensive analysis and discussion.

ACKNOWLEDGEMENTS

Thank you to LPPM (Lembaga Penelitian dan

Pengabdian Masyarakat) Universitas Negeri Padang

and Department of Early Childhood Teacher

Education, Faculty of Education, Universitas Negeri

Padang.

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