“Read the Book, Learn the Story, Play the Narrative”: Augmented Reality Reading Experiences and Comprehension

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: STEM Education and Computational Learning Innovations

Abstract

This mixed-methods study seeks to understand how Augmented Reality (AR) enhanced children’s books engage elementary students in reading engagement and reading comprehension. Researchers tested three versions of the same elementary-level text—a traditional book format, an augmented reality format on an iPad, and a virtual reality format using a VR headset—to understand how 3rd graders engaged with and understood a story. While quantitative results, based upon reading comprehension tests given after children read the texts, were statistically insignificant qualitative findings indicate that there are possibilities for technology-enhanced texts to co-exist alongside traditional print-based books. Ultimately, the thrill of AR texts did not wipe out the joy of reading, but findings suggest there is space for a tech-enabled reading experience.

Authors

• Todd S. Cherner, University of North Carolina - Chapel Hill

• Kristin L. Papoi, University of North Carolina - Chapel Hill