<![CDATA[Rural families require health education that translates stunting-prevention messages into practical decisions; however, digital innovations may be difficult to use and may reproduce social inequalities. This study examined the initial acceptability of augmented reality-based communication, information, and education (AR-IEC) as a family learning medium in the service area of Karang Intan I Primary Health Centre, Banjar Regency. An embedded qualitative case study was supported by descriptive data from 181 families and 13 facilitators. The qualitative corpus included 27 interviews, two focus groups, six observations, three stimulated-recall sessions, and ten documents. Data were analyzed using the Framework Method, with the Theoretical Framework of Acceptability as the primary sensitizing framework. Most families rated the three-dimensional visuals as at least moderately helpful (97.2%), and 87.8% supported continued use at integrated health posts (posyandu). However, 64.1% experienced difficulty, and 76.2% required assistance. Acceptability therefore did not imply independent use. AR functioned as a visual bridge when facilitators connected digital objects with local foods, household utensils, dialogue, and family decision-making. Continued implementation requires shared devices, offline options, accessible design, facilitator training, privacy safeguards, and organizational support. AR-IEC should be developed as a facilitated and inclusive learning ecosystem rather than a stand-alone application.]]>
