Abstract This study explores the integration of a mobile augmented reality (AR) application, Toy Box AR , into museum education, aiming to enhance children’s engagement with tangible and intangible cultural heritage. While AR technologies are increasingly utilized in museum contexts, there is a limited number of curriculum-based AR applications designed specifically for children. This research addresses that gap by developing and implementing Toy Box AR , an interactive mobile application based on the traditional toy collection of the Ankara Toy Museum. The study was conducted with 60 students aged 10–12 as part of the 4th-grade Social Studies curriculum, specifically within the “Culture and Heritage” unit. A three-phase museum education program was designed: pre-visit, on-site, and post-visit. During the pre-visit stage, students were introduced to the concept of museums and traditional toys through exploratory activities. The museum visit involved hands-on activities, a guided tour, and engagement with the Toy Box AR application. The post-visit phase included reflection and evaluation tasks. Data were collected through pre- and post-visit evaluation forms and an AR application evaluation form, all developed by the researchers. The qualitative findings revealed that students developed a deeper understanding of traditional toys, their materials, and their historical context. Additionally, they reported high levels of enjoyment and motivation, and many indicated that the application encouraged creative thinking by showing them how to design their own toys using simple materials. The results suggest that mobile AR technologies, when thoughtfully integrated with museum collections and formal curricula, have the potential to substantially enrich student learning outcomes. The study presents a child-centered, curriculum-aligned museum education model that promotes interactive, inclusive, and sustainable engagement with cultural heritage. This research contributes to both the museum education field and the design of educational technologies by demonstrating how digital tools can support meaningful and autonomous learning for younger audiences.
Yanar et al. (Sun,) studied this question.