doi: 10.18178/ijiet.2026.16.2.2529
Augmented Reality in Elementary Education: Enhancing Cultural Awareness, Cultural Literacy, and Student Engagement
Andayani Andayani1,*
,
Khaerul Anam1 ,
Suryo Prabowo2 ,
Bramianto Setiawan3
- 1Department of Teacher Professional Education, Universitas Terbuka, East Jakarta, Indonesia
- 2Department of Educational Technology, Universitas Terbuka, East Jakarta, Indonesia
- 3Department of Elementary Teacher Education, Universitas Pelita Bangsa, Bekasi, Indonesia
- Manuscript receivedAugust 20, 2025
- revisedSeptember 17, 2025
- acceptedOctober 21, 2025
- publishedFebruary 17, 2026
Abstract
This study examines the impact of Augmented Reality (AR) on cultural education in elementary schools through a quasi-experimental design with 100 students (Grades 3-5). While results demonstrated significant improvements in cultural awareness (η² = 0.23), literacy (η² = 0.26–0.31), and engagement (d = 1.15–1.24), several limitations should be noted. The study was conducted in urban Indonesian schools, which may limit its generalizability to other cultural contexts. Additionally, the six-week intervention period prevents conclusions about long-term retention effects. Technical challenges reported by 43% of teachers highlight implementation barriers that may affect scalability. Despite these limitations, the findings strongly support AR’s potential for enhancing intercultural learning, with mediation analysis indicating that 40% of the benefits operate through cognitive engagement (β = 0.51). The study provides evidence-based design principles for AR cultural education while underscoring the need for further research on cross-cultural applicability and sustained effects.
Keywords
- augmented reality
- cultural awareness
- cultural literacy
- elementary education
- student engagement
How to Cite
Andayani Andayani, Khaerul Anam, Suryo Prabowo, and Bramianto Setiawan, "Augmented Reality in Elementary Education: Enhancing Cultural Awareness, Cultural Literacy, and Student Engagement," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 574-584, 2026. https://doi.org/10.18178/ijiet.2026.16.2.2529
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).