Abstract

The use of augmented reality (AR) in reading encourages children to experience an innovative approach to reading. With the AR approach to reading, children need to process the story content cognitively for decoding, processing, comprehending and synthesizing. They also learn to adapt the use of the AR interface to access the reading content. The process requires mental effort on the part of the children. To help children learn the reading strategies, three triggers (on a tri-fold board) were used for each story to access the story content and guided messages (for previewing and reviewing). When the trigger is scanned by a mobile device (cellphone or tablet), embedded visuals (for preview, story content, and review) pop up for further interactions. The use of appropriate preview and review messages encourages the children to reflect on the story. In this paper, the implementation of reading guidance via AR is introduced. Using the approach, the children enjoyed the interesting reading experience. The teachers also learned to integrate AR technology and plan for children’s AR reading exploration. Through the guidance of preview, reading, and review in the process of AR exploration, the children considered the game-like reading activity fun and interesting. From their sharing at the end of the activity, they were able to elaborate in-depth about what was to be read and what had been read.

Citation

ChanLin, L.J. (2019). Reflective thinking in reading guided by augmented reality. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 176-180). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/210000/.

© 2019 Association for the Advancement of Computing in Education (AACE)