Augmented reality can improve education by providing immersive and engaging learning experiences. A new and promising educational technology called dynamic AR textbooks combines normal textbook style with AR technology to make learning more interesting and dynamic. Design-based research (DBR) is ideal for educational innovation design and evaluation. DBR involves designing, implementing, and evaluating real-world educational interventions. This study proposes a conceptual framework for an interactive AR textbook prototype that analyses elementary school students’ learning and emotions using DBR. The conceptual framework is based on the Design-Based Research (DBR) cycle based on Cotton et al., 2009; Reeves, 2006 and the uncanny valley, reproduced from Mori et al., 2012. Students should have authentic learning experiences with the interactive AR textbook prototype. AR content should be relevant to the real world and help kids learn meaningfully. Students should participate in learning using the interactive AR textbook prototype. The AR content should be visually appealing and entertaining. The interactive AR textbook prototype should assess student learning and emotions. This may be done by collecting student performance and AR attitude data. The conceptual framework will be used to design and test an elementary school interactive AR textbook prototype. The study’s findings will strengthen the conceptual foundation and guide interactive AR textbook development.

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