Investigating the Impact of Augmented Reality on High School Students' Reading Comprehension

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division C - Learning and Instruction Virtual Poster Session

Abstract

Augmented reality (AR), as one of the rapidly evolving innovative technologies, has become an effective instrument in the educational context. Yet, there remains a paucity of evidence on its impact on students' English reading comprehension performance, in particular in Chinese secondary school settings. A quasi-experimental design was employed with a sample of 40 first-grade high school students in Southeastern China. Independent and paired sample t-tests were used to explore the experimental group’s reading comprehension and the differences between groups’ reading proficiency after utilizing AR. Quantitative findings indicated that the experimental group’s reading comprehension proficiency outperformed the control group. The implications of AR applications were discussed as follows.

Authors

• Xingxing Xie, Pennsylvania State University
  Presenting Author

• Hongxi Huang, University of Massachusetts Amherst
  Presenting Author