CapsAR ‐ STEM : Integrating Capsule Networks With Augmented Reality Learning Cards for Enhanced Children's STEM Spatial Cognition in Elementary Education

Augmented reality (AR) learning cards present a promising medium for fostering spatial cognition in early STEM education, yet prevailing systems rely on conventional convolutional neural networks that discard critical spatial hierarchies during object recognition. This study proposes CapsAR‐STEM, a novel framework that integrates Capsule Networks (CapsNet) with marker‐based AR learning cards to scaffold elementary children's spatial reasoning and STEM vocabulary acquisition. The CapsNet module preserves part‐whole spatial relationships through dynamic routing between capsules, enabling robust recognition of card‐bound 3D objects across rotations, scales, and partial occlusions. A pedagogically sequenced AR interaction pipeline renders context‐sensitive 3D STEM models and delivers adaptive spatial vocabulary prompts aligned with each child's proficiency profile. Experimental evaluation with 36 parent–child pairs (children aged 6–9 years) demonstrated significant improvements in spatial vocabulary comprehension ( p < 0.01, Cohen's d = 0.91) and STEM concept retention ( p < 0.01) compared to a conventional AR flashcard baseline. The CapsNet recognition module achieved 92.4% classification accuracy across 68 card categories with notably superior robustness to viewpoint variation (88.7% under 45° rotation) relative to a MobileNetV2 baseline (79.3%). Usability assessments revealed high parental satisfaction ( M = 5.3/7.0) and sustained child engagement ( M = 4.6/5.0). Because the experimental condition differs from the baseline in both recognition architecture and adaptive scaffolding, the present study evaluates CapsAR‐STEM as an integrated system; the monotonic relationship between capsule‐relevant vocabulary dimensions and learning gains is interpreted as suggestive, rather than definitive, mechanistic evidence, and a recognition‐only ablation is identified as necessary future work. Results indicate that capsule‐based spatial hierarchy preservation, combined with pedagogically grounded AR interaction design, provides effective scaffolding for children's STEM spatial cognition development.