Herman, Herlina, Muhammad Hasan, Ansari Saleh Ahmar
This study examines the effectiveness of augmented reality (AR)-based learning in enhancing early childhood social skills through the integration of social learning theory and experiential learning theory. Using a quasi-experimental pre-test and post-test control group design, the research involved 30 children aged 5–6 years at Telkom Kindergarten, Makassar, Indonesia. The experimental group (n = 15) participated in AR-based storytelling activities designed to foster social skills, while the control group (n = 15) engaged in conventional learning activities. Statistical analysis showed that the AR intervention produced significantly greater effectiveness (N-Gain = 0.73) compared to conventional methods (N-Gain = 0.03). The experimental group demonstrated about 49% improvement across all social skills components, including teamwork, adjustment, interaction, self-control, empathy, discipline, and respect for others. The novelty of this research lies in combining observational learning with direct experiential engagement through AR, creating an effective environment for social skills development that surpasses single-framework approaches. These findings provide strong evidence that well-designed AR-based learning can transform early childhood education by addressing multiple aspects of social competence. The study highlights the potential of emerging technologies to support holistic child development when grounded in comprehensive theoretical foundations and implemented with child-centered pedagogical practices. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Early Childhood Teacher Education, Universitas Negeri Makassar, Makassar, Indonesia; Department of Economics Education, Universitas Negeri Makassar, Makassar, Indonesia; Department of Statistics, Universitas Negeri Makassar, Makassar, Indonesia
