Augmented reality (AR) stories offer a new opportunity for parents and teachers at libraries and schools to explore electronic stories. Embedded with multimedia design, AR allows diverse paths of exploration in the story contexts for shared story-reading experiences among parents and children. In this study, parents in the reading community (a library and a school) were provided with AR guided support and a skill-building activity. Observations and in-depth interviews were conducted to collect qualitative data. Inductive analysis was used to summarize the findings. Results of the study were summarized in the following themes: Prior adult-child reading experiences; Novelty with AR reading; Parents’ scaffolding for using AR; Interactive reflective thinking from AR reading; Positive responses from learning of shared reading; and Parents’ suggestions and concerns. It was observed that the AR reflective reading approach encouraged parents to play an active role in guided reading. Children and parents were positive about their active participation in the AR-mediated exploratory reading context. With the AR guided support and skill-building activity, parents applied the scaffolded-reading skills in the AR reading intervention. The AR-mediated reading approach is promising and open to more dynamic design of interactive features.

中文翻译：

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支持成人儿童共享阅读的增强现实

增强现实 (AR) 故事为图书馆和学校的家长和教师提供了探索电子故事的新机会。嵌入多媒体设计，AR 允许在故事上下文中进行多种探索路径，以便在父母和孩子之间共享故事阅读体验。在这项研究中，阅读社区（图书馆和学校）的家长获得了 AR 指导支持和技能培养活动。进行了观察和深入访谈以收集定性数据。归纳分析用于总结研究结果。研究结果总结为以下主题： 以前的成人儿童阅读经历；AR阅读的新颖性；父母使用 AR 的脚手架；AR阅读中的互动反思；学习共享阅读的积极反应；以及家长的建议和顾虑。据观察，AR 反思性阅读方法鼓励家长在引导阅读中发挥积极作用。儿童和家长对他们积极参与 AR 介导的探索性阅读环境持积极态度。通过 AR 指导支持和技能培养活动，家长们在 AR 阅读干预中应用了脚手架阅读技能。AR 介导的阅读方法很有前途，并且对更动态的交互功能设计持开放态度。父母在 AR 阅读干预中应用了脚手架阅读技巧。AR 介导的阅读方法很有前途，并且对更动态的交互功能设计持开放态度。父母在 AR 阅读干预中应用了脚手架阅读技巧。AR 介导的阅读方法很有前途，并且对更动态的交互功能设计持开放态度。