Augmented Reality Media for Inclusive Education in Early Childhood

Authors

Keywords:

Augmented Reality, Inclusive, Early Childhood, Learning Media

Abstract

This article discusses the role of Augmented Reality (AR) media in supporting the implementation of inclusive education for early childhood. Through a literature study approach, this research examines various relevant sources regarding the use of Augmented Reality (AR) technology, principles of early childhood learning, and the concept of inclusive education. The findings show that the use of AR in the learning process can increase children’s motivation, attention, and engagement through interactive, visual, and contextual learning experiences. AR provides opportunities for children to learn more meaningfully by presenting three-dimensional objects that appear real, making it easier to understand abstract concepts. Additionally, this technology plays an essential role in supporting children with special needs, such as autistic children, by providing flexible, adaptive, and easily adjustable learning media based on individual abilities. However, implementing AR in inclusive education still faces various challenges, including limited digital infrastructure, low technological competence among educators, and the lack of local content suitable for Indonesian children. Therefore, collaboration among the government, technology developers, and education practitioners is crucial for creating AR media that is inclusive, child-friendly, and oriented toward educational equity. Overall, AR has great potential as a bridge toward an equal and just education system for all early childhood learners.

References

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Published

2025-10-31

Issue

Vol. 14 No. 3 (2025): Ceria Jurnal Pendidikan Anak Usia Dini

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Articles

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