The Integration Logic and Implementation Path of AR Technology Empowering Chinese Character Literacy Instruction in Lower Grades of Primary School

Dong-Yuan Hu （ Xi'an Town Central Primary School of Haiyuan County, Zhongwei, Ningxia, 755208, China ）

Abstract

Chinese character literacy is the core of Chinese language instruction in the lower grades of primary school and serves as the foundation for students’ reading, writing, and lifelong learning development. However, traditional literacy instruction often fails to align with students’ cognitive characteristics at this stage due to its abstract content and monotonous instructional forms, resulting in low learning interest and poor instructional efficiency. Augmented Reality (AR) technology, with its features of virtual–real integration, immersive contexts, and strong interactivity, offers new possibilities for addressing these challenges. This paper explores the intrinsic integration logic of AR technology empowering Chinese character literacy instruction in lower primary grades and constructs a systematic implementation path. The study first elaborates on the educational value of AR technology and its alignment with the objectives of literacy instruction, then reveals the integration logic from three dimensions, including cognitive psychology. Finally, a comprehensive implementation framework is proposed from five aspects—top-level design, resource development, instructional models, teacher professional development, and evaluation systems—providing reference guidance for promoting the deep integration of information technology and basic education and for improving the quality of Chinese language instruction.

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