محمدعلی محمدی فر

Objective: Information and Communication Technology (ICT) holds significant potential for enhancing children’s knowledge and skills by enabling personalized learning, multisensory approaches, and increased content engagement. Augmented Reality (AR), in particular, offers novel learning pathways and improves the quality of conventional education by merging real-world environments with virtual content. This study aimed to examine the effectiveness of Augmented Reality-Based Training (ARBT) on working memory performance and cognitive flexibility in children. Method: A quasi-experimental design with pretest-posttest and control/experimental groups was employed. The population consisted of 3,612 fifth-grade students in Aqqala County during the 2022–2023 academic year. Using cluster sampling, 36 children were selected as the research sample. Data were collected using Dennis and Vander Wal’s (2010) Working Memory Questionnaire (WMQ) and Cognitive Flexibility Inventory (CFI). Content validity was confirmed by experts in psychology and education after minor revisions, and reliability was established via Cronbach’s alpha coefficients (0.71 for WMQ; 0.74 for CFI). Data were analyzed using SPSS-26 through descriptive (frequency, percentage) and inferential statistics (Kolmogorov-Smirnov test, ANCOVA). Results: The results indicated that Augmented Reality-Based Training had a significant positive effect on children’s working memory performance (Pillai’s Trace = 0.85, F= 58.74, p<.001, partial η² = 0.85) and cognitive flexibility (Pillai’s Trace =0.80, F= 64.15, p<.001, partial η² = 0.80). Conclusions: Augmented Reality-Based Training significantly enhances children's working memory and cognitive flexibility, improving key functions like attention and problem-solving.