Innovative Applications of Augmented Reality in Pre-school Education: Moderating Role of School-Enterprise Collaboration in China

Duocui Li

doi:10.56868/jadhur.v4i2.305

Authors

Duocui Li Dongpo Faculty, Urban Vocational College of Sichuan, Chengdu, Sichuan, China https://orcid.org/0009-0004-4895-5241

DOI:

https://doi.org/10.56868/jadhur.v4i2.305

Keywords:

Augmented Reality, Innovative Applications, School Enterprise Collaboration, Pre-school Education, China

Abstract

This study examines how augmented reality (AR) and innovative applications (IA) enhance pre-school education (PSE) outcomes in China, with a focus on the moderating role of school-enterprise collaboration (SEC) in this context. Using a stratified random sample of 388 pre-school educators from diverse geographic regions (urban and rural) and institutional types (public and private), we collected data via a validated questionnaire and analysed it using PLS-SEM. Results reveal that AR has the most substantial direct impact on PSE, particularly in improving cognitive skills (such as spatial understanding and memory) and social-emotional engagement, followed by IA and SEC. Crucially, SEC significantly moderates both AR-PSE and IA-PSE relationships, demonstrating its role in amplifying technological benefits. These findings suggest that China's pre-school system benefits most from AR when combined with institutional partnerships, contrasting with Western studies where IA often dominates. We provide three targeted policy recommendations: targeted funding for AR hardware and software in rural pre-schools, mandatory teacher training on AR integration, and structured SEC frameworks with accountability metrics (including co-development milestones). This study contributes a context-specific model for technology adoption in early education, emphasising pedagogical alignment over mere innovation.

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