This research analyzes the learning behavior patterns of elementary school students in literacy and numeracy through Augmented Reality (AR) edu-tourism. Using a qualitative case study involving 53 fourth-and fifth-grade students in Bangka Belitung, Indonesia, data were gathered through direct observations, semi-structured interviews, and documentation. The results indicate that AR-based edu-tourism consistently fosters high engagement and active exploration across all learning sessions, with younger students demonstrating higher physical expressiveness. Collaborative patterns were particularly prominent, necessitated by shared device ratios which triggered natural peer-scaffolding and joint problem-solving among students. Furthermore, 3D visualizations of local tourism landmarks, such as Tanjung Kalian lighthouse and Jembatan Emas, acted as cognitive scaffolds that reduced extraneous load and facilitated embodied meaning-making by bridging abstract concepts with physical reality. While technical constraints and varying digital proficiencies were identified as challenges, these obstacles inadvertently promoted social constructivist behaviors through collective navigation and peer assistance. This study concludes that AR-based edu-tourism provides a situated learning environment that effectively contextualizes literacy and numeracy learning, offering significant implications for the implementation of the “Merdeka Belajar” curriculum in digital-age primary education.
Hendrik et al. (2026) studied this question.