Abstract
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.
Funding source: Ministry of Science and Technology, Taiwan
Award Identifier / Grant number: 107-2511-H-030-002
Acknowledgment
This project was supported by the Ministry of Science and Technology at Taiwan. The author would like to express her appreciation to MOST for the generous sponsorship.
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