Abstract

Augmented reality (AR) has become a popular platform in education, providing an interactive and engaging way to learn through manipulatable communication. AR technology can increase motivation and retention of vocabulary. This study explores the efficacy of an AR-based flashcard application to teach basic Tamil words to primary school students in Madurai District, Tamil Nadu. The target sample included students in classes three, four, and five, who had minimal residual knowledge due to disrupted classroom learning from the pandemic period. The current study aimed to compare the level of learning achieved through traditional flashcards and AR-based flashcards. A total of 67 students (35 boys, 32 girls) were randomly divided into an experimental group (N = 31; 46.27%) and a control group (N = 36; 53.73%). Pre-tests followed by intervention and post-test design were adopted to establish the benefits of AR statistically and explained following the theoretical supplement of Piaget (1964). The results indicated that learning through AR-based flashcards enhanced primary students’ learning of basic Tamil and increased their interest in learning. This study might help learners move from the cognitive to the affective domain, leading to desirable changes in learning behaviour. AR technology provides diverse learning opportunities, and the flexibility of schema formation in this age group and enhanced through inductive logic. Further research may complement and induce the desire among educators to implement this technology in enhancing the power of flashcards and complementary diagrams.