The Impact of AR Embodied Gaming and 2D Gaming on Children’s Social Cognition and Learning Experience: An fNIRS Controlled Trial

Children face challenges in socialization and development, and computer-assisted therapies offer new cognitive intervention avenues; while embodied cognition and AR technology are valued in child cognition research, their integration remains underexplored. This study examines AR embodied learning versus traditional 2D methods in enhancing children’s social cognition. Thirty-five children (6–12 years) engaged in an AR-embodied game and a 2D social game. Functional Near-Infrared Spectroscopy (fNIRS) measured brain activation, while questionnaires evaluated subjective experiences. Results indicated AR games induced significantly stronger cortical activation than 2D games, particularly in males. AR also scored higher in satisfaction, appeal, interaction, and enjoyment. Gender analysis revealed broader neural activation in boys using AR, suggesting its greater suitability for males. The findings underscore AR’s potential to enrich social cognition through immersive learning. Designers and educators should incorporate AR embodiment into educational tools and conduct longitudinal studies to assess sustained developmental impacts.