Development of MonoZooAR: A Multisensory Augmented Reality Game-Based Learning Technology for Enhancing Early Literacy Competencies in Children Aged 4–6 Years

Trivena Wijayanti (Universitas Kristen Satya Wacana)
Eunike Milasari Listyaningrum (Universitas Kristen Satya Wacana)

Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Vol. 12 No. 3 (2026): September (IN PRESS)

This study aims to develop MonoZooAR, an augmented reality (AR)-based educational technology medium incorporating multisensory stimulation through a monopoly-style game framework, as an innovative approach to fostering early literacy competencies among children aged 4–6 years. The medium unifies three dimensional visual, auditory, tactile, and interactive narrative elements within a single integrated platform. A Research and Development (R&D) method was employed, guided by the ADDIE model (Analyse, Design, Development, Implementation, and Evaluation). The study was conducted in Dersan Hamlet, Semarang Regency, involving early childhood children and ECE teachers, alongside parents, as research participants. Data were gathered using expert validation sheets, observation protocols, response questionnaires, and product evaluation rubrics. The collected data were subsequently analyzed through combined qualitative and quantitative descriptive techniques, complemented by normalized gain (N-gain) calculations. Validation by the instructional media specialist (97%), ECE literacy specialist (95.5%), and ECE teachers (93.8%) consistently indicated Highly Feasible ratings. Field trials revealed substantial gains across all five early literacy dimensions, with the overall mean score rising from 2.06 to 3.66 and an N-Gain of 0.82 (High). Letter and Sound Knowledge recorded the highest gain (0.91), followed by Vocabulary (0.87), Phonological Awareness (0.82), Narrative Skills (0.81), and Print Awareness (0.69). This study demonstrates that the ADDIE-based MonoZooAR media is highly feasible and effective in enhancing early literacy skills among children aged 4–6. Expert validation exceeded 93%, while field trials yielded an overall N-gain of 0.82 (High category) across five literacy dimensions. These findings confirm that integrating 3D visuals, audio, tactile interaction, and narration within a phygital framework effectively shifts literacy learning from passive symbol memorization to active, experiential exploration.