Augmented reality (AR) offers significant potential for inclusive design by merging virtual and physical environments to support equitable interaction and engagement. This study explores the role of AR in facilitating inclusive play, focusing on how it can enhance information accessibility and collaboration among children with and without disabilities. Using participatory design methodologies, we engaged 21 children aged 8-13, including children with and without disabilities, in co-design sessions to identify barriers and opportunities within AR-based activities. The study included both online and offline sessions, ensuring diverse participation and perspectives. We employed a thematic analysis approach to examine patterns in children’s interactions with AR, focusing on engagement, accessibility, and collaborative play. Findings reveal that AR can blur social and physical barriers, foster engagement through interest-driven interaction, and provide adaptive tools to support diverse user needs. The study also highlights the importance of autonomy, tailored technological support, and the role of facilitators in designing equitable AR environments. By positioning AR as a tool for inclusivity, this research contributes to the broader field of information science, offering insights into designing systems that prioritize information accessibility, user engagement, and collaborative interaction. Practical implications for developing AR-based information systems and environments are discussed.
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