Augmented Reality Eki Stamps as an Innovative Tool for Language Education and Cultural Preservation

This study looks at how Augmented Reality (AR) can be combined with Eki Stamps to create a fresh and engaging way of learning languages while deepening cultural understanding. At its heart, the research responds to the concern that younger generations are less connected to traditional cultural items like stamps, which limits their chances to learn language through heritage. The idea introduces a blended experience where each stamp design carries symbols of local culture and is enhanced with AR features. Through mobile devices, users can unlock multilingual stories, interactive dialogues, and animated visuals, turning stamp collecting into a lively and educational journey.
In Melaka, this approach highlights the city’s unique heritage, especially along the river cruise route and historic sites such as Kampung Morten, Stadthuys, and Dutch Square. Early results suggest that using AR and gamification in cultural tourism not only captures attention but also strengthens community pride and draws in younger, tech-savvy audiences. What makes this approach especially promising is its adaptability, AR content can be refreshed in step with cultural events or linguistic activities, keeping the experience relevant and interactive over time.
By weaving together tradition and technology, this initiative encourages language learning, nurtures cultural appreciation, and promotes digital inclusivity. Ultimately, AR-powered Eki Stamps show great potential, serving both as a means to preserve heritage and as a modern tool for inclusive, effective education in today’s digital world.

Eki Stamps, Augmented Reality (AR), Cultural Heritage

1. Achille, C., & Fiorillo, F. (2022). Teaching and learning of cultural heritage: Engaging education, [Google Scholar] [Crossref]

2. professional training, and experimental activities. Heritage, 5(3), 1792–1806. https://doi.org/10.3390/heritage5030094 [Google Scholar] [Crossref]

3. Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of Refugee Studies, 21(2), 166–191. https://doi.org/10.1093/jrs/fen016 [Google Scholar] [Crossref]

4. Aguiar-Castillo, L., Hernández-López, L., De Saa-Perez, P., & Pérez-Jiménez, R. (2020). Gamification as a motivation strategy for higher education students in tourism face-to-face learning. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100267. https://doi.org/10.1016/j.jhlste.2020.100267 [Google Scholar] [Crossref]

5. Belda-Medina, J., & Marrahi-Gomez, V. (2023). The impact of augmented reality (AR) on vocabulary acquisition and student motivation. Electronics, 12(3), 574. https://doi.org/10.3390/electronics12030574 [Google Scholar] [Crossref]

6. Kannusamy, S. (2021). Reformation of culture through language and translation. The Creative Launcher, 6(4), 168–174. https://doi.org/10.53032/tcl.2021.6.4.25 [Google Scholar] [Crossref]

7. Pasca, M., Renzi, M. F., Ciasullo, M. V., & Mugion, R. G. (2021). Gamification in tourism and hospitality research in the era of digital platforms: A systematic literature review. Journal of Service Theory and Practice, 31(5), 745–772. https://doi.org/10.1108/JSTP-04-2020-0069 [Google Scholar] [Crossref]

8. Punar Özçelik, N., Yangin Ekşi, G., & Baturay, M. (2021). Augmented reality (AR) in language learning: A principled review of 2017–2021. Participatory Educational Research, 8(4), 195–215. https://doi.org/10.17275/per.21.86.8.4 [Google Scholar] [Crossref]

9. Vizcarra Garcia, J. (2022). Integration of intercultural communicative competence: A case of English language teachers in higher education. English as a Foreign Language International Journal, 2(1), 1–12. [Google Scholar] [Crossref]

10. Wang, Y., Chen, C., & Deng, Y. (2021). Museum-authorization of digital rights: A sustainable and traceable cultural relics exhibition mechanism. Sustainability, 13(4), 2118. https://doi.org/10.3390/su13042118 [Google Scholar] [Crossref]

11. Yu, L. (2023). Digital sustainability of intangible cultural heritage: The example of the “Wu Leno” weaving technique in Suzhou, China. Sustainability, 15(12), 9348. https://doi.org/10.3390/su15129348 [Google Scholar] [Crossref]

• What the Desert Fathers Teach Data Scientists: Ancient Ascetic Principles for Ethical Machine-Learning Practice
• Comparative Analysis of Some Machine Learning Algorithms for the Classification of Ransomware
• Comparative Performance Analysis of Some Priority Queue Variants in Dijkstra’s Algorithm
• Transfer Learning in Detecting E-Assessment Malpractice from a Proctored Video Recordings.
• Dual-Modal Detection of Parkinson’s Disease: A Clinical Framework and Deep Learning Approach Using NeuroParkNet