Augmented Reality as a Pedagogical Tool: Flashcards for English Vocabulary in Early Childhood

This study is motivated by challenges in early childhood English vocabulary acquisition, where conventional pedagogical tools remain prevalent, often resulting in inefficient learning. Problem analysis reveals that limited media diversity and minimal integration of digital technology contribute to low learner engagement. A needs assessment further underscores the demand for visual, interactive learning media aligned with early childhood developmental characteristics. Market analysis indicates a scarcity of Augmented Reality (AR)-based flashcard media designed for English vocabulary introduction in early childhood education. Consequently, this research aims to develop and evaluate the feasibility of AR-based flashcard learning media for this purpose. Employing a Research and Development (R&D) methodology structured around the ADDIE model, the study involved 16 children from Group TK B at PAUD Hidayatullah Nagan Raya. Evaluation results demonstrated high feasibility, with validation scores from media experts (97.5%) and material experts (100%) exceeding the positive response rates from children (91.7%–100%); all metrics fell within the "very feasible" category. Implementation challenges included unstable internet connectivity, extended AR scanning durations, and a shortage of supporting devices. Despite these limitations, the findings conclude that Augmented Reality-based flashcards represent a highly viable and effective medium for introducing English vocabulary to young learners.