In an era of rapid digital transformation within educational settings, this study investigates how Augmented Reality (AR)–based magic games can be tailored to children’s cognitive styles to enhance foundational competencies in early childhood education. As digital tools become increasingly embedded in learning environments, understanding their interaction with learner diversity is essential for designing equitable and effective pedagogical interventions. The research examines how variations in AR design and individual cognitive styles influence academic achievement, and some social skill development among young learners. Employing a 2×2 factorial design, the study involved 60 participants aged 4.5 to 6 years. Data were gathered through structured observation protocols and standardized assessments administered before and after AR-based interventions. Findings indicate that both AR design and cognitive style significantly affect academic performance and social skill development outcomes. Interactive AR experiences further promote learner engagement and collaborative play. These results highlight the transformative potential of AR technology in fostering critical early competencies while advancing the aims of Sustainable Development Goal 4 (SDG4), promoting inclusive, equitable, and quality education. The study proposes a scalable model for integrating cognitively aligned digital tools into early childhood curricula, ensuring educational innovations are both responsive to learner diversity and conducive to sustainable educational practices.

Authors:
Manar Alotaibi, Najran University, Saudi Arabia

About the Presenter(s)
Dr. Manar Alotaibi is presently working as the head of Kindergarten Department and she is an Assistant Professor of Early Childhood Education at College of Education, Najran University, Najran, Kingdom of Saudi Arabia.

See this presentation on the full schedule – Monday Schedule

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