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

especially as younger generations show less interest in traditional artifacts like stamps. Once valued as cultural

symbols and educational tools, stamps have gradually lost their relevance with the rise of digital

communication. This decline is not only a concern for heritage preservation but also limits the integration of

cultural narratives into language learning. When learners interact less with heritage-based items such as

stamps, they also lose opportunities to develop language skills in meaningful cultural contexts.

In Malaysia, like many multicultural societies, language learning is most effective when it is rooted in cultural

traditions, values, and stories. Yet, current educational approaches often remain confined to formal classroom

methods, with little emphasis on interactive or experiential learning that resonates with today’s tech-driven

students. Likewise, cultural education is frequently delivered through static mediums such as museum exhibits

or textbooks, which, while informative, do not fully engage younger audiences. This disconnect highlights the

appreciation while strengthening language skills. Ultimately, the study positions AR Eki Stamps as a forward-

looking solution for inclusive language education and sustainable cultural preservation in Malaysia.

Gamification has become a well-established strategy to boost motivation and participation across education

and tourism. As Aguiar-Castillo et al. (2020) note, introducing game-like features into everyday contexts not

only sustains user engagement but also strengthens knowledge retention. Within tourism, strategies such as

digital trails and collectible systems have successfully encouraged visitors to explore more destinations while

connecting with cultural stories (Pasca et al., 2021). A well-known example is Japan’s Eki Stamp system,

where travelers collect distinctive stamp designs from train stations and heritage sites. The joy of collecting

instruction with experiential learning makes AR particularly appealing for younger, tech-driven learners.

The preservation of intangible cultural heritage remains a pressing challenge. UNESCO (2018) stresses the

need for technology in sustaining oral traditions, folklore, and other cultural practices. Scholars argue that AR

and VR are increasingly effective in revitalizing heritage, making it more accessible and engaging for

contemporary audiences (Achille & Fiorillo, 2022; Yu, 2023). Evidence from Europe and East Asia

demonstrates how AR-driven cultural applications not only safeguard heritage but also draw in broader and

younger audiences by reimagining tradition through interactive formats.

Language and culture are inseparable, as Sneha Kannusamy (2021) emphasizes, cultural contexts give depth

and richness to language learning. When cultural narratives are embedded into language lessons, learners gain

despite these advances, little research has focused on how these strategies might be applied in Malaysia—

particularly in connecting AR-enabled cultural experiences with language education. This gap highlights the

importance of exploring AR Eki Stamps as a hybrid innovation that can simultaneously strengthen cultural

preservation and promote inclusive, engaging language learning.

This study adopts a qualitative, design-based research approach to explore and test the potential of AR-enabled

Eki Stamps as a hybrid tool for both education and cultural engagement. Two main participant groups are

targeted: tourists and visitors to cultural heritage sites along the Melaka River, such as Kampung Morten,

Stadthuys, and Dutch Square and students or young learners, who are most likely to benefit from language

learning through digital interactivity. These groups are purposively chosen to capture both the cultural

and traditions. Pilot testing will then be conducted at selected heritage sites, with stamp stations set up and

interaction with the AR features.

The analysis combines both quantitative and qualitative methods. Survey responses will be examined using

descriptive statistics to evaluate user satisfaction, motivation, and perceived language learning outcomes. In

parallel, data from interviews and focus groups will undergo thematic analysis to identify common themes

related to cultural appreciation, language development, and acceptance of the technology. These findings will

guide iterative refinements to the AR Eki Stamp prototypes, ensuring improvements in both effectiveness and

user appeal.

The methodology is grounded in two complementary theoretical perspectives. Constructivist Learning Theory

suggests that learners build knowledge more effectively through meaningful, authentic experiences. AR Eki

Stamps support this by embedding learning directly within cultural heritage contexts. The Gamification

The first anticipated result is stronger engagement among both tourists and students. By turning stamp

collecting into a gamified experience enriched with AR storytelling, participants are likely to feel more

motivated to visit cultural sites and interact with heritage content. This expectation aligns with existing studies

showing that game-like elements foster a sense of achievement and progression, which helps sustain user

participation.

Secondly, AR Eki Stamps are projected to enhance language learning by embedding vocabulary and

communication practice within authentic cultural settings. For instance, scanning a stamp featuring Kampung

Morten could introduce learners to related Malay words, idiomatic phrases, or historical stories. Because this

method combines visual, auditory, and textual input, it is expected to improve memory retention and

comprehension. In doing so, the project contributes to the expanding field of technology-enhanced language

Finally, the findings are expected to highlight the dual value of AR Eki Stamps: as an inclusive educational

between cultural appreciation and linguistic development.

professional training, and experimental activities. Heritage, 5(3), 1792–1806.

Studies, 21(2), 166–191. https://doi.org/10.1093/jrs/fen016