Students' perceptions of multilingual learning to improve interaction and communicative competence with deep learning and augmented reality approaches in heritage language revitalization

The decline of heritage language use among young learners in Indonesia highlights the urgent need for innovative multilingual learning approaches. This study investigates students’ perceptions of multilingual learning integrating Deep Learning (DL) and Augmented Reality (AR) to enhance interaction and communicative competence in Acehnese heritage language revitalization. A mixed-method descriptive design was employed involving elementary students from four partner schools in Aceh. Data were collected through structured questionnaires and classroom observations. The findings indicate that DL–AR-based multilingual learning is perceived as engaging, motivating, and supportive of meaningful, mindful, and joyful learning. AR-based media increased students’ curiosity and participation, while DL-supported modules improved comprehension and communicative competence in Acehnese, Indonesian, and English. The study concludes that integrating DL and AR can create adaptive and immersive multilingual learning environments that effectively support heritage language revitalization in elementary education.