Letter Comes Alive: Enhancing Reading Skills Using Augmented Reality Flashcards in Kindergarten Pupils

Abstract

The mastery of letter names and sounds is an important foundation for children’s early literacy success. However, many kindergarten pupils still struggle with basic reading skills. This study, “Letter Comes Alive: Enhancing Reading Skills Using Augmented Reality Flashcards in Kindergarten Pupils,” examined the effectiveness of augmented reality (AR) flashcards in improving early reading skills among non-reader kindergarten pupils. It aimed to explore how interactive tools can support early literacy development. The study used a quasi-experimental design to determine whether augmented reality (AR) flashcards could improve letter-name and sound recognition compared to traditional methods. Guided by theories of constructivist learning theory, experiential learning theory, cognitive theory of multimedia learning, and cognitive load theory. The intervention involved the use of AR flashcards during literacy lessons, in which pupils interacted with animated letters, matched sounds, and simple multisensory activities to support more effective early literacy development. The modified Quick Letter Name Knowledge Assessment and Letter Identification and Sounds Assessment were used for the pretest and posttest assessments to measure kindergarten pupils' progress. The results showed that AR flashcards helped improve recognition of letters and sounds, which increased pupils’ engagement, reduced learning difficulty, and encouraged a more positive attitude toward reading. The teachers and kindergarten pupils found that the AR flashcard was acceptable and useful as a teaching tool. The study adds to existing research on the use of AR in education by providing evidence from a local context. This supports the idea that the use of AR flashcards can help teach material that connects traditional and digital learning.