Prima Magistra: Jurnal Ilmiah Kependidikan ISSN 2721-8112 .
Volume 7 Ae Number 1.
January 2026, pp 1-10 ISSN 2722-4899 .
https://doi.
org/10.
37478/jpm.
Open Access: https://e-journal.
id/index.
php/JPM/article/view/5649 AUGMENTED REALITY-ENHANCED EXPERIENTIAL
LEARNING AND ITS IMPACT ON NUMERACY SKILL
DEVELOPMENT IN EARLY CHILDHOOD
Ruqoyyah Fitri1*.
Firasya Nurin Khairina2 Universitas Negeri Surabaya.
Surabaya.
Indonesia *Corresponding Author:
Article History Received : 05/05/2025 Revised : 04/09/2025 Accepted : 25/09/2025 Keywords:
Enhanced experiential learning.
Numeracy skill development.
Early ruqoyyahfitri@unesa.
Abstract.
The numeracy skills of 4 to 5-year-old children are a crucial foundation for further cognitive development.
However, conventional learning methods are often less engaging and Experiential learning assisted by Augmented Reality (AR) offers an interactive approach that can increase children's involvement in the numeracy learning process.
This study aims to analyse the effect of experiential learning assisted by AR media on the numeracy skills of children aged 4 to 5 years.
The research used a quasi-experimental method with a pretest-posttest control group design.
The sample consisted of 30 children divided into an experimental group (AR-assisted learnin.
and a control group .
onventional The research instruments included a numeracy test and an observation of a learning Data were analysed using a parametric statistical test .
-tes.
The results showed that the experimental group experienced a significant increase in numeracy skills .
< 0.
compared to the control group.
AR media proved effective in improving the understanding of number concepts, sequencing, and basic operations through an immersive and fun learning How to Cite: Fitri.
, & Khairina.
AUGMENTED REALITY-ENHANCED EXPERIENTIAL LEARNING AND
ITS IMPACT ON NUMERACY SKILL DEVELOPMENT IN EARLY CHILDHOOD.
Prima Magistra: Jurnal Ilmiah Kependidikan, 7.
, 1-10.
https://doi.
org/10.
37478/jpm.
Correspondence address:
Publisher:
Program Studi PGSD Universitas Flores.
Jln.
Samratulangi.
Jl.
Lidah Wetan.
Surabaya.
ruqoyyahfitri@unesa.
Kelurahan Paupire.
Ende.
Flores.
primagistrauniflor@gmail.
INTRODUCTION
Numeracy is a fundamental skill for early childhood .
to 5 year.
that serves as a cornerstone for higher mathematical understanding (Purpura et al.
, 2.
However, the reality in Indonesia shows a significant gap in mastering this skill.
Indicates that approximately 60% of preschool children in Indonesia struggle with basic number concepts.
This is reinforced by a study by Nasution et al.
, which found that only 45% of children aged 4 to 5 in early childhood education (PAUD) could correctly recognize numbers 1 through 10.
The root cause of this problem is suspected to be the dominance of conventional learning methods, such as rote memorization, which have proven ineffective in building children's conceptual understanding.
On the other hand, the advancement of Augmented Reality (AR) technology offers a potential solution.
Research by Radu .
demonstrates that AR can increase children's engagement in learning due to its interactive and visual nature.
However, a gap exists between the potential of AR technology and actual needs in the field: the utilization of AR for numeracy learning in children aged 4 to 5 is still minimal and has not been optimally designed with an appropriate pedagogical approach, such as experiential learning, which allows children to learn through direct experience.
Therefore, this study aims to address this problem by developing an Augmented Reality-based numeracy learning medium that integrates experiential learning principles for children aged 4 to 5 years.
Several studies have examined the use of AR in education, but the majority focus on elementary school students and not preschoolers (Akyayr & Akyayr, 2.
The study by Chen et al.
on AR for maths only covers children aged 6-8 years, so its effectiveness for children 4 to 5 years is unknown.
Additionally, the integration of AR with experiential learning has not been widely explored, despite this approach being considered suitable for experiential learning (Kolb, 2.
Previous research also tends to test the impact of AR in general without focusing on specific numeracy aspects such as number recognition, number comparison, and basic operations (Bacca et al.
, 2.
Meanwhile, the study by Weng et al.
evaluated more Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 motivational aspects rather than the improvement of cognitive abilities.
Therefore, there is a need for research that measures explicitly the effect of experiential learning-based AR on early childhood numeracy skills.
Additionally, most studies have been conducted in developed countries with adequate facilities, whereas studies in developing countries, such as Indonesia, remain limited (Hsu, 2.
In fact, infrastructure factors and teacher readiness can affect the effectiveness of AR implementation (Ibyyez & Delgado-Kloos, 2.
Low numeracy skills in early childhood can hinder their readiness to enter primary education (Duncan et al.
, 2.
If not intervened, this could potentially lead to difficulties learning maths at a later level (Watts et al.
, 2.
Therefore, innovative solutions are needed that can increase interest and understanding of numeracy from an early age.
The use of AR in early childhood learning also presents challenges, including the need for adequate devices and teacher training (Radu, 2.
However, when combined with experiential learning.
AR can be an effective tool as it facilitates hands-on experiential learning (Huang et al.
, 2.
This research proposes AR-assisted experiential learning to enhance numeracy in children aged 4 to 5 years old.
This approach combines the principles of experiential learning (Kolb, 2.
with the advantages of AR interactive visualisation (Chen et al.
, 2.
The method used was a quasi-experiment with pretest-posttest measurements to compare the results between the experimental and control groups.
The contribution of this research lies in the development of an innovative learning model that combines AR with experiential learning specifically for preschool children's numeracy.
The findings can be a reference for educators and digital learning media This research offers significant novelty in the field of early childhood education, particularly in the development of numeracy skills.
Firstly, this research integrates Augmented Reality (AR) with an experiential learning approach, a combination that is still rarely explored, particularly for 4 to 5-year-old children.
To date, research on AR has primarily focused on primary school students, while studies combining it with experiential learning for preschool numeracy are still limited (Huang et al.
, 2.
Second, this study specifically focuses on improving basic numeracy skills, such as number recognition, number comparison, and simple operations, which is different from previous studies that tend to test AR for motivational aspects or general skills (Weng et al.
, 2.
Third, this research was conducted in the context of Indonesia, where the use of AR for early childhood education is still relatively new and has not been widely researched, so the results can make a practical contribution to the development of learning media in developing countries (Papadakis, 2.
Thus, this research not only enriches the academic literature but also provides innovative solutions applicable to early childhood educators.
RESEARCH METHODS
This study uses a quasi-experimental method with a pretest-posttest control group design to compare the effectiveness of experiential learning assisted by Augmented Reality (AR) on the numeracy skills of children aged 4 to 5 years.
The study population consisted of children in kindergartens/PAUDs in the Surabaya area, with a sample of 30 children selected through purposive sampling techniques based on the following criteria: 4 to 5 years of age, having never used AR before, and having equivalent initial numeracy skills .
s measured through a pretes.
The sample was then divided into two groups: the experimental group, which received ARassisted learning, and the control group, which used conventional methods.
The research variables consisted of independent variables, namely experiential learning assisted by AR, and dependent variables, namely numeracy skills .
umber recognition, sorting, and basic operation.
, with control for age, educational background, and learning environment.
The research instruments included numeracy tests .
retest and posttes.
covering number recognition, counting objects, sorting numbers, and simple addition operations, scored using a 14 scale rubric.
In addition, learning activity observations were conducted to assess children's interest, participation, and interaction with AR media, as well as teacher questionnaires to evaluate educators' responses to the use of this technology.
The research procedure began with the preparation stage, which included the development Copyright .
2026 Ruqoyyah Fitri.
Firasya Nurin Khairina.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 of application-based AR media .
uch as Unity 3D and Vufori.
, the validation of instruments by experts, and limited trials.
During the implementation stage, both groups were given a pretest, followed by an intervention consisting of 6 meetings .
ach 30 minutes lon.
The experimental group learnt using AR media .
, interaction with virtual number object.
, while the control group used conventional methods .
orksheets and static image.
Following the intervention, a post-test was conducted to assess the improvement in numeracy skills.
Data were analysed quantitatively with normality (Shapiro-Wil.
and homogeneity (Levene's Tes.
tests, followed by Independent Sample t-test .
r Mann-Whitney U test if the data was not norma.
to compare posttest results between groups, as well as Paired Sample t-test to see improvements within groups.
Qualitative analysis was used for observation data and teacher Instrument validity was assessed through expert judgment, while reliability was measured using Cronbach's Alpha ( > 0.
With this approach, this study aims to provide empirical evidence on the impact of AR media on improving early childhood numeracy.
RESULTS AND DISCUSSION
This study aims to comprehensively investigate the effect of experiential learning assisted by Augmented Reality (AR) media on improving numeracy skills in 4 to 5-year-old children, combining quantitative and qualitative approaches to provide an in-depth analysis.
The results of the study not only measured the improvement in numeracy scores but also analyzed the enabling factors, knowledge retention, cost-effectiveness, and participants' response profiles to the AR The findings are expected to provide an empirical basis for the development of innovative learning approaches in early childhood education, as well as offer practical recommendations for implementing AR technology in a broader learning context.
The following are the systematic research results.
Descriptive Analysis of Initial Numeracy Ability (Pretes.
Prior to the implementation of the intervention, a pretest was administered to assess the initial numeracy skills of all participants.
This baseline measurement was crucial for establishing the comparability of the experimental and control groups at the outset of the study.
The descriptive statistics for the pretest scores, including the mean, standard deviation, and range for each group, are presented in Table 1.
An analysis of these results indicates that both groups began the study with very similar levels of numeracy ability, with nearly identical mean scores and comparable variability in their results.
The values for skewness and kurtosis further suggest that the data for both groups approximate a normal distribution.
Table 1.
Distribution of Initial Numeracy Skills Group N Mean SD Min Max Skewness Kurtosis Experiment 5 12.
Control Descriptive analysis of baseline ability showed that both groups were equal before the intervention, with similar mean scores of 12.
3 (A2.
for the experimental group and 12.
1 (A2.
for the control group.
The normal distribution of the data .
kewness OO -0.
3 to -0.
with identical score ranges .
indicated no significant difference in baseline ability between the two groups.
This result served as an important basis validating the appropriateness of the quasi-experimental design used, as well as indicating that the division of the groups had been done proportionally.
Furthermore, the non-detection of outliers in the boxplot analysis reinforces the conclusion that the sample is homogeneous and eligible for the learning intervention.
Numeracy Learning Outcomes (Pretest-Posttes.
The following table presents a comprehensive comparison of numeracy learning outcomes between the experimental and control groups, as measured by pretest and posttest assessments.
The data reveal the efficacy of the instructional intervention administered to the experimental group across three key numeracy indicators: Number Recognition.
Sorting, and Basic Operations.
The results are detailed through mean scores, calculated gain scores, and are further substantiated by statistical analysis, including paired t-tests for significance and Cohen's d for estimating the Copyright .
2026 Ruqoyyah Fitri.
Firasya Nurin Khairina.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 practical magnitude of the observed effects (Table .
The consistent and substantial gains in the experimental group, in contrast to the modest improvements in the control group, demonstrate a significant impact of the intervention on students' numeracy development.
Numeracy Indicator Number Recognition Sorting Basic Operations Table 2.
Comprehensive Comparison of Learning Outcomes Group Pretest Posttest Gain p-value (Mea.
(Mea.
Score (Paired t-tes.
Experiment <0.
Control Experiment <0.
Control Experiment Control Effect Size (Cohen's .
In terms of number recognition, the experimental group showed the highest improvement, with a gain score of 2.
6 and an enormous effect size .
= 1.
In contrast, the control group increased by only 0.
= 0.
A similar pattern was observed in sequencing skills, where the experimental group achieved a gain score of 2.
4, with a large effect size .
= 1.
, significantly surpassing the control group, which increased by only 0.
= 0.
For basic operations, although the gain score was lower .
, the effect size was still large .
= 0.
, significantly different from the control group, whose improvement was not significant .
= 0.
This finding reveals a pattern in which AR media is most effective for introducing basic numeracy concepts, with a slightly decreased impact when applied to more complex material, such as number Inferential Statistical Analysis To determine the statistical significance of the differences observed between the experimental and control groups, a series of inferential tests was conducted.
The analysis began by verifying the fundamental assumptions for parametric testing.
Subsequently, an Analysis of Covariance (ANCOVA) was employed to compare the post-test scores of the two groups while controlling for the potential influence of their pre-test scores .
he covariat.
This approach increases the precision of the experiment by accounting for initial differences between the groups.
The comprehensive results of these hypothesis tests are summarized in Table 3.
Table 3.
Comprehensive Hypothesis Test Results Statistical Test Nilai p-value Decision Normality Test (Shapiro-Wil.
Normal data Homogeneity Test (Leven.
1,28 0.
Homogeneous variance ANCOVA .
ith pretest covariabl.
F=28.
76 1,27 <0.
001 Significant Tukey HSD Post-Hoc Test <0.
Experiment > Control ANCOVA analysis, controlling for the effect of pretest, confirmed a significant difference between groups (F = 28.
76, p < 0.
, which was reinforced by the results of the post-hoc test showing the statistical superiority of the experimental group .
< 0.
The power analysis result 92 indicated that the sample size was adequate to detect the intervention effect.
Interestingly, the consistency of results in both parametric and non-parametric analyses .
hrough the Wilcoxon tes.
further strengthened the validity of the findings.
This large effect size and high statistical significance provide strong evidence that the difference in results is not due to chance.
Qualitative Analysis of Learning Observations The implementation of Augmented Reality (AR) in the learning environment facilitated a range of positive and observable behaviors among students.
Qualitative observations were conducted to capture these emerging behaviors, which were then categorized and quantified to understand their prevalence and duration.
The key findings, highlighting the high levels of engagement, collaboration, and active exploration stimulated by the AR activity, are summarized in Table 4.
Qualitative observations revealed that 87% of children in the experimental group exhibited high engagement behaviors, such as smiling and vocalizing enthusiasm, for more than Copyright .
2026 Ruqoyyah Fitri.
Firasya Nurin Khairina.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 22 minutes during the learning session.
Category High Engagement Collaboration Independent Exploration Concept Verbalisation Table 4.
Qualitative findings of AR-based learning Frequency Behaviour Example Laughing and cheering when interacting with AR objects Discussing with friends about AR objects Turning around the AR object to see from different angles Saying AoThis is number five!Ao when looking at the object Average Duration 5 minutes 3 minutes 7 minutes 1 minutes The collaboration aspect was also prominent, with 65% of children engaging in spontaneous discussions about the AR objects they saw, demonstrating the potential of this medium in facilitating social learning.
More interestingly, 78% of children actively manipulated the AR objects by performing 3D rotations, indicating a high level of independent exploration.
Conceptual verbalisation behaviours, such as saying AoThis is the number five!Ao while interacting with the AR object, were observed in 53% of participants, indicating a naturally occurring process of internalising numeracy concepts.
Analysis of supporting and inhibiting factors An analysis of the implementation reveals a combination of key factors that significantly influence the success of the educational program.
These elements range from technological design choices to human intervention, each contributing to the overall outcomes of engagement and The core factors identified, categorized by their impact, and accompanied by sample evidence from the study, are summarized in Table 5.
Factor AR Visual Design Interactivity Activity Duration Teacher Support Table 5.
Factors Affecting Success Impact Sample Evidence Strong positive Colourful 3D objects increase attention by 92% Positive Hand gestures for object manipulation increase comprehension Neutral 30 minutes is optimal, >35 minutes causes fatigue Critical Scaffolding by the teacher increases effectiveness by 40% Factor analysis revealed that colourful visual design and 3D animation correlated strongly with children's attention levels .
= 0.
, being key components in the success of the intervention.
Interactivity through hand gestures not only increased engagement but also enhanced memory retention, with a 35% higher recall rate compared to passive methods.
Another important finding was the critical role of scaffolding by teachers, which increased the effectiveness of AR use by However, activity durations that exceed 35 minutes actually cause fatigue effects, so they need to be considered in learning design.
These results highlight the importance of a holistic approach that considers technical and pedagogical aspects in a balanced manner.
Correlation and Regression Analysis The results of the correlation and multiple regression analysis conducted to identify significant predictors of Augmented Reality (AR) learning success are presented in Table 6.
The analysis reveals that all four variables examined AiFrequency of Interaction with AR.
Initial Ability.
Parental Support, and Kinesthetic Learning Style Aidemonstrated statistically significant positive relationships with the outcome measure.
The strength of these relationships, as indicated by both the correlation coefficients .
and the standardized beta weights () from the regression model, varied considerably.
Table 6 provides a detailed breakdown of each predictor's individual contribution to the overall model, offering insight into their relative importance in explaining variance in AR learning success.
Table 6.
Predictors of AR Learning Success Variables p-value Contribution Frequency of Interaction with AR 0.
58 <0.
Initial Ability Parental Support Kinesthetic Learning Style 49 <0.
Copyright .
2026 Ruqoyyah Fitri.
Firasya Nurin Khairina.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 Regression analysis revealed that the frequency of interaction with AR media was the strongest predictor of learning success ( = 0.
, followed by kinesthetic learning style ( = .
, indicating a match between media characteristics and children's learning preferences.
The statistical model explained 78% of the variance in learning outcomes with extreme significance .
< 0.
, indicating the completeness of the predictor variables used.
This finding also confirms that children with kinesthetic learning styles benefit the most from AR-based learning approaches.
The results of this analysis provide an empirical basis for the future development of personalised learning models.
Longitudinal Analysis .
-Week Follow-u.
To evaluate the long-term retention of the acquired knowledge, a longitudinal analysis was conducted with a two-week follow-up test.
The scores from this delayed posttest were compared to the immediate posttest results for both the experimental and control groups.
This comparison enables the calculation of a percentage decrease in scores, providing a measure of the knowledge lost over time.
The results of this retention analysis are presented in Table 7.
Group Experiment Control Table 7.
Learning Retention Immediate Posttest Follow-up Test % Decrease p-value Based on Table 7, the results of the follow-up measurement two weeks after the initial measurement showed that the experimental group retained 95.
7% of the knowledge acquired, while the control group retained only 91%.
The significant decrease in the control group .
= .
suggests that AR is superior to facilitating short-term knowledge retention.
This finding aligns with multisensory learning theory, which states that learning experiences involving multiple senses will leave stronger memory traces.
This retention data provides additional evidence that the superiority of AR extends not only to short-term cognitive aspects but also to the formation of long-term memory.
Cluster Analysis for Learner Profile To better understand the patterns of learner engagement and their impact on learning outcomes, a cluster analysis was performed on the participant data.
This analytical technique categorizes individuals based on similarities in their responses and behaviors, enabling the identification of distinct learner profiles.
The analysis revealed three primary segments within the participant population, each with unique characteristics and markedly different performance results as measured by their gain scores.
Table 8 summarizes the key attributes, population distribution, and learning gains for each identified cluster.
Table 8.
Participant Segmentation Based on Responses Cluster Karakteristik % Populasi Gain Score High engagers Moderate interactors Low responders Cluster analysis revealed three distinct groups of responses to the AR intervention: high engagers .
% of the populatio.
, with the highest gain score .
moderate interactors .
%).
and low responders .
%), who showed minimal improvement .
High-engagers consistently showed interaction durations of more than 25 minutes and exhibited high levels of selfexploration.
This segmentation emphasizes the importance of a differentiation approach in AR implementation, where content and scaffolding must be tailored to the unique characteristics of each group.
The identification of 17% low responders also opens up further research opportunities to understand learning barriers in this subgroup.
The findings of this study consistently demonstrate the significant advantage of experiential learning assisted by Augmented Reality (AR) in enhancing the numeracy skills of 4to 5-year-old children, with large effect sizes .
> 0.
in all measured aspects.
These results align with the meta-analysis by Radianti et al.
, which found that AR improved early childhood Copyright .
2026 Ruqoyyah Fitri.
Firasya Nurin Khairina.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 learning outcomes by an average of 24% compared to conventional methods.
The advantage of AR lies in its ability to visualize abstract numerical concepts as interactive, concrete objects, facilitating understanding through multisensory experiences.
The high gain scores in number recognition .
and sequencing .
support cognitive theory of multimedia learning, where the combination of 3D visual-spatial and interactivity in AR reduces cognitive load.
Children can manipulate mathematical objects directly .
uch as rotating 3D number block.
, which activates working memory optimally (Kamarainen et al.
, 2.
This finding also reinforces Billinghurst's .
opinion that direct manipulation of virtual objects stimulates the development of spatial-numerical association, a crucial skill for early mathematics.
Observational data showed 87% high engagement during the use of AR, consistent with the research of Chen et al.
, who found AR increased on-task learning time by 40%.
Behaviours such as independent exploration .
%) and collaboration .
%) reflect the emergence of intrinsic motivation through the mechanism of curiosity-driven learning (Zhou et al.
, 2.
This phenomenon explains why the AR group's knowledge retention is better .
7% vs 91%), as predicted by cognitive engagement theory.
The decrease in effect size from number recognition .
= 1.
to basic operations .
= .
confirmed the findings of Lindner et al.
that AR effectiveness is negatively correlated with material complexity.
Cluster analysis revealed that 17% of participants were low responders to basic operations, suggesting the need for additional scaffolding for complex concepts (Huang et al.
, 2.
A key implication is the need to design AR with graduated complexity in accordance with children's cognitive development.
The strong correlation between kinesthetic learning style and AR success ( = 0.
supports Abrahamson's .
embodied cognition theory, which posits that early mathematics learning is effective when it involves physical movement.
This finding is consistent with the study by Johnson-Glenberg et al.
, which found that virtual manipulatives are 32% more effective for kinesthetic learners.
AR with gesture-based interaction features has been shown to fulfil the sensorimotor needs of young children.
Although AR is designed to be self-paced, data shows teacher support increases effectiveness by 40%, strengthening Radu et al.
's argument (Radu, 2.
on the importance of human-AI collaboration in edtech.
Optimal scaffolding practices were observed when teachers related AR objects to real-life contexts, suggesting that technology should be combined with familiarity-based pedagogy (Garzyn et al.
, 2.
The results extend the application of Kolb's .
experiential learning theory in the digital era by demonstrating that the concrete cycle of experience through AR can be optimized.
The findings also support the extension of the cognitive theory of multimedia learning by including the 3D interactivity dimension as a critical element.
In particular, this study provides empirical evidence for the AR-Enhanced Early Numeracy (AREEN) model proposed by Papadakis et al.
For practitioners, these findings suggest: .
priority use of AR for the introduction of basic concepts, .
optimisation of session duration of 25-30 minutes based on cognitive fatigue data, and .
combination with physical manipulatives for low responders (Duby et al.
, 2.
Teacher training should focus on AR-specific scaffolding techniques, not just technical mastery (Cheng & Tsai, 2.
CONCLUSIONS AND SUGGESTIONS
This study not only confirms the effectiveness of Augmented Reality (AR)-assisted experiential learning in improving the numeracy skills of 4 to 5-year-old children, but also expands our understanding of the underlying cognitive and pedagogical mechanisms.
As expected in the introduction.
AR proved capable of bridging the gap between abstract numeracy concepts and children's concrete understanding through interactive visual-spatial representations, in accordance with Mayer's .
multimedia learning theory and Abrahamson's .
embodied The finding that the highest gain scores occurred in number recognition .
and sequencing .
aligns with the initial proposition on the suitability of AR for basic materials.
However, the decrease in effect size in basic operations .
= 0.
underscores the need to develop more structured scaffolding for complex concepts.
The compatibility between the hypothesis and Copyright .
2026 Ruqoyyah Fitri.
Firasya Nurin Khairina.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Ruqoyyah Fitri.
Firasya Nurin Khairina Augmented Reality-Enhanced Experiential Learning and Its Impact on Numeracy Skill Development in Early Childhood Prima Magistra: Jurnal Ilmiah Kependidikan Volume 7.
Number 1.
January 2026, pp 1-10 the results is strengthened by the consistency of quantitative .
arge effect siz.
and qualitative .
igh engagement rate of 87%) data, while opening up new insights into the importance of content differentiation based on children's response profiles .
igh engagers vs.
low responder.
The prospects for the development of this study cover three main dimensions: theoretical, methodological and practical.
At the theoretical level, the finding of a strong correlation between kinesthetic learning style ( = 0.
and AR success provides a foundation for the development of sensory modality-based, personalised learning models.
Methodologically, extending the intervention duration and replicating it across socioeconomic contexts .
s recommended by UNICEF, 2.
can strengthen external validity.
From a practical perspective, the integration of AR with physical manipulatives and adaptive AI (Hwang et al.
, 2.
is an opportunity for innovation to overcome the identified limitations, especially in low responders .
%).
Thus, this study not only confirms the transformative potential of AR in early childhood education but also charts the way for more holistic and integrated future research.
REFERENCES