Augmented Reality-Based Teaching Modules on the Improvement of Motor Skills in Early Childhood

Background. This study was motivated by concerns about the potential impact of increased digital technology usage on the motor skills development of young children. While augmented reality (AR) technology holds promise for improving learning quality, its effect on early childhood motor skills remains unclear. Objectives. The research aims to explore the effectiveness of AR-based teaching modules in enhancing motor skills in young children. Methods. A pre-experimental design was used with 25 children aged 4-5 from four kindergartens. The children were divided into an experimental group (using AR modules) and a control group (using traditional methods). The Test of Gross Motor Development-2 (TGMD-2) was administered before and after the intervention. Data analysis involved descriptive statistics, paired t-tests, normality testing, and NGain score analysis. Results. The experimental group showed significant improvement in motor skills, with scores increasing from 2496 (pre-test) to 3680 (post-test). A paired t-test (t = 13.621, p = 0.000) confirmed a significant difference. The N-Gain score indicated moderate improvement (0.52). Conclusion. AR technology was effective in enhancing young children's motor skills. Further research is recommended to refine AR modules and optimize their implementation for maximum educational impact.