XR Design Framework for Early Childhood Education
Fuente:
arXiv
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| Hauptverfasser: | , |
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| Format: | Preprint |
| Veröffentlicht: |
2026
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| _version_ | 1866918307666329600 |
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| author | Khadka, Supriya Das, Sanchari |
| author_facet | Khadka, Supriya Das, Sanchari |
| contents | Extended Reality in early childhood education presents high-risk challenges due to children's rapid developmental changes. While augmented and virtual reality offer immersive pedagogical benefits, they often impose excessive cognitive load or sensory conflict. We introduce the Augmented Human Development (AHD) framework to model these interactions through cognitive, sensory, environmental, and developmental parameters. To ground this framework, we conducted a Systematization of Knowledge (SoK) of 111 peer-reviewed studies involving children aged 3 - 8. Our findings, interpreted through the AHD lens, reveal a critical "risk vs. attention gap," where high-impact safety and security risks remain under-researched compared to short-term pedagogical gains. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_18979 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | XR Design Framework for Early Childhood Education Khadka, Supriya Das, Sanchari Human-Computer Interaction Computers and Society Emerging Technologies Extended Reality in early childhood education presents high-risk challenges due to children's rapid developmental changes. While augmented and virtual reality offer immersive pedagogical benefits, they often impose excessive cognitive load or sensory conflict. We introduce the Augmented Human Development (AHD) framework to model these interactions through cognitive, sensory, environmental, and developmental parameters. To ground this framework, we conducted a Systematization of Knowledge (SoK) of 111 peer-reviewed studies involving children aged 3 - 8. Our findings, interpreted through the AHD lens, reveal a critical "risk vs. attention gap," where high-impact safety and security risks remain under-researched compared to short-term pedagogical gains. |
| title | XR Design Framework for Early Childhood Education |
| topic | Human-Computer Interaction Computers and Society Emerging Technologies |
| url | https://arxiv.org/abs/2601.18979 |