Augmented reality-enhanced drama: fostering social information processing in early childhood*

In the preschool period, children’s social information processing skills are critical in terms of the quality of peer relationships and social adaptation. Drama-based learning environments enriched with innovative technologies such as augmented reality offer children interactive and experiential learning experiences, thereby holding significant potential in supporting these skills. This study explores the effects of an augmented reality enhanced drama education program on the social information processing skills of children aged 60–72 months. A pre-test – post-test control group design was used. The experimental group participated in augmented reality supported drama program over eight weeks, while the control group received no intervention. Results reveal significant improvements in the experimental group, particularly in the Positive Response Generation and Positive Response Evaluation dimensions, highlighting the program’s role in fostering structured and strategic responses to social scenarios. The study contributes to the literature by integrating augmented reality technology with drama, offering an innovative approach to early childhood education. The results underscore the potential of augmented reality and drama to enhance children’s social information processing development through interactive and experiential learning. Recommendations include integrating augmented reality supported drama programs into preschool curricula, providing teacher training for effective implementation and addressing infrastructure needs to support technology-driven educational methods.