Interactive AR Prototype Pipeline Augmented Reality Textbook Literacy Learning Materials in Indigenous Education: A Mini Review
List of Authors
Mohd Ekram Al Hafis Hashim, Muhammad Zaffwan Idris, Noraini Ramli, Rahina Nugrahani
Keyword
Augmented Reality; Interactive AR Textbooks; Literacy Learning; Indigenous Education; Design-Based Research
Abstract
This mini review examines the current state and educational relevance of the Interactive Augmented Reality (AR) Prototype Pipeline in developing literacy learning materials for Indigenous education. As digital learning technologies evolve, AR offers a promising approach to bridging literacy gaps through interactive, culturally responsive content. The review focuses on how this prototype pipeline supports literacy enhancement, virtual learning, and cultural knowledge sharing. A systematic literature search was conducted across databases including Scopus, ScienceDirect, Springer, and Google Scholar using key terms such as “augmented reality,” “prototype,” “indigenous,” “education,” and “interactive.” Studies included in the review specifically addressed the integration of AR into textbook development for Indigenous learners and provided insights into the strengths, limitations, and potential applications of such tools. Key findings highlight that AR-integrated textbooks improve learner engagement, facilitate multisensory learning, and promote cultural relevance through embedded traditional stories and visuals. Core technologies identified include mobile AR, 3D visualization, and image recognition. Despite these benefits, several limitations were noted, including technological access barriers in rural areas, limited co-creation with Indigenous communities, and a lack of longitudinal studies to measure long-term learning outcomes. There are also ongoing debates about cultural authenticity and the scalability of AR tools in diverse educational settings. The review concludes that while the Interactive AR Prototype Pipeline holds significant promise for transforming literacy education in Indigenous contexts, further research is needed. Future directions should emphasize community-driven design, teacher training, and the development of robust evaluative frameworks. Addressing these challenges is crucial to ensure that AR literacy materials are both effective and inclusive, supporting sustainable educational innovation for Indigenous learners.