This study explored the integration of mobile augmented reality (AR) into reading in elementary schools. With the reflective messages designed using AR (termed as reflective AR), children were guided to process the story content through preview, reading, and review of the content. The study focused on the enhancement of children’s reading comprehension using reflective AR and the implementation processes of reading with reflective AR experienced by teachers and children. A blended research approach was used for data collection. Via the quantitative approach, the reading comprehension scores of the children in the reflective AR and control group (without reflective AR) were compared. Via the qualitative approach, observations and interviews with the teachers from four elementary schools were conducted. It was observed that students achieved better reading scores when using the reflective AR approach ( p < 0.001). Both teachers and students enjoyed the AR reading exploration. Teachers were devoted to planning the settings required in the reading exploration. Reading via the AR approach of preview–reading–review engaged children in the reading content. From the study, the implementation of AR reflective reading provides a model to guide children’s reading. However, the research is preliminary and might have sampling limitations for generalization. Future research on diverse learning settings is needed.

中文翻译：

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以反射性增强现实吸引儿童阅读

这项研究探索了将移动增强现实（AR）整合到小学阅读中的过程。使用使用AR设计的反射消息（称为反射AR），引导孩子通过预览，阅读和查看内容来处理故事内容。这项研究的重点是使用反射性AR增强儿童的阅读理解能力，以及教师和儿童体验到的使用反射性AR的阅读实施过程。混合研究方法用于数据收集。通过定量方法，比较了反射性AR和对照组（无反射性AR）儿童的阅读理解得分。通过定性的方法，对来自四所小学的老师进行了观察和访谈。观察到，使用反射性AR方法时，学生获得了更好的阅读成绩（p <0.001）。老师和学生都喜欢AR阅读的探索。教师致力于计划阅读探索中所需的设置。通过预览－阅读－评论的AR方法进行阅读，使儿童参与阅读内容的学习。根据研究，AR反射阅读的实施提供了一个指导儿童阅读的模型。但是，该研究是初步的，可能有抽样上的局限性。需要对各种学习环境进行未来的研究。通过预览－阅读－评论的AR方法进行阅读，使儿童参与阅读内容的学习。根据研究，AR反射阅读的实施提供了一个指导儿童阅读的模型。但是，该研究是初步的，可能有抽样上的局限性。需要对各种学习环境进行未来的研究。通过预览－阅读－评论的AR方法进行阅读，使儿童参与阅读内容的学习。根据研究，AR反射阅读的实施提供了一个指导儿童阅读的模型。但是，该研究是初步的，可能有抽样上的局限性。需要对各种学习环境进行未来的研究。