The potential of augmented reality books to influence reading attitudes of 8-9 year old children : an exploratory study
Date Issued
July 2, 2018
DOI
10.21125/edulearn.2018.0560
Abstract
Augmented reality (AR) is a fast growing field in entertainment, and more recently in education.
Augmented reality books merge traditional text with digital content using technologies such as a
smartphone or tablet combined with the use of an app which plays video, and allows for interaction
with the text. AR books show potential for creating a more motivating and engaging reading
experience, especially for young, struggling readers. But to what extend can AR books affect young
children’s reading attitudes?
Recent research focused on AR books in relation to reading skills, cognitive load, motivation, and
attitudes, and children's and parents' behavioral patterns. A research gap was identified in relation to
the examination of the potential effect of AR on the reading attitudes and habits of young children.
This exploratory case-study attempted to address this gap.
Participants included 30 children (16 boys, 14 girls) aged 8-9 years old, with no prior experience with
AR, selected through convenience sampling. Children first completed a reading attitudes
questionnaire, of 5 statements in 10-point likert-scale. They then individually interacted with an AR
book about “the world’s famous landmarks” and a tablet or smart-phone. A researcher completed fieldnotes. Children finally completed a “reading attitudes in relation to AR books questionnaire”, of 8
statements in 10-point likert-scale.
Results of the quantitative data analysis showed that prior to the AR experience, children in general
had positive attitudes towards reading (M=8.35 out of 10, SD=1.63, N=30) and considered themselves
good in reading (M=8.27, SD=2.43, N=30). Approximately one in three children reported that they
read books daily (33.3%, 10/30), often (30%, 9/30) or sometimes (36.7%, 11/30). After their first
reading experience of an AR book, children in general had positive attitudes towards AR (M=8.11,
SD=1.09, N=30). More specifically, they liked reading an AR book (M=8.97, SD=1.52) and enjoyed
using the tablet while reading the AR book (M=9.53, SD=1.38) at a great extent. They also reported
that they would read books more often if those books were AR books (M=9, SD=1.66). Nine-year-old
children indicated a statistically significant (t=-2.15, DF=28, p=0.04) stronger preference towards
obtaining an AR book (M=8.5, SD=2.06) compared to 8-year-olds (M=6.6, SD=2.82).
The qualitative data analysis of field notes resulted in the classification of children in four types of
readers: a) enthusiastic with reading but not with AR (40%, 12/30), b) enthusiastic with AR but not with
reading (33.3%, 10/30), c) enthusiastic with both AR and reading (23.3%, 7/30), and d) showing no
interest in reading nor AR (3.3%, 1/30).
The quantitative data analysis of this study provided a strong indication that 8-9-year-old children who
already have positive attitudes towards reading, enjoy reading an AR book. Children also claim that
they would read books more often if those were AR books. However, qualitative data analysis
revealed that an important percentage of children (40%, 12/30) seem to prefer “traditional reading”
compared to “reading enhanced with the AR experience”.
Future studies that will examine the connection between AR and reading attitudes in young children
should be longitudinal and focus specifically on struggling readers or children with negative attitudes
towards reading.
Augmented reality books merge traditional text with digital content using technologies such as a
smartphone or tablet combined with the use of an app which plays video, and allows for interaction
with the text. AR books show potential for creating a more motivating and engaging reading
experience, especially for young, struggling readers. But to what extend can AR books affect young
children’s reading attitudes?
Recent research focused on AR books in relation to reading skills, cognitive load, motivation, and
attitudes, and children's and parents' behavioral patterns. A research gap was identified in relation to
the examination of the potential effect of AR on the reading attitudes and habits of young children.
This exploratory case-study attempted to address this gap.
Participants included 30 children (16 boys, 14 girls) aged 8-9 years old, with no prior experience with
AR, selected through convenience sampling. Children first completed a reading attitudes
questionnaire, of 5 statements in 10-point likert-scale. They then individually interacted with an AR
book about “the world’s famous landmarks” and a tablet or smart-phone. A researcher completed fieldnotes. Children finally completed a “reading attitudes in relation to AR books questionnaire”, of 8
statements in 10-point likert-scale.
Results of the quantitative data analysis showed that prior to the AR experience, children in general
had positive attitudes towards reading (M=8.35 out of 10, SD=1.63, N=30) and considered themselves
good in reading (M=8.27, SD=2.43, N=30). Approximately one in three children reported that they
read books daily (33.3%, 10/30), often (30%, 9/30) or sometimes (36.7%, 11/30). After their first
reading experience of an AR book, children in general had positive attitudes towards AR (M=8.11,
SD=1.09, N=30). More specifically, they liked reading an AR book (M=8.97, SD=1.52) and enjoyed
using the tablet while reading the AR book (M=9.53, SD=1.38) at a great extent. They also reported
that they would read books more often if those books were AR books (M=9, SD=1.66). Nine-year-old
children indicated a statistically significant (t=-2.15, DF=28, p=0.04) stronger preference towards
obtaining an AR book (M=8.5, SD=2.06) compared to 8-year-olds (M=6.6, SD=2.82).
The qualitative data analysis of field notes resulted in the classification of children in four types of
readers: a) enthusiastic with reading but not with AR (40%, 12/30), b) enthusiastic with AR but not with
reading (33.3%, 10/30), c) enthusiastic with both AR and reading (23.3%, 7/30), and d) showing no
interest in reading nor AR (3.3%, 1/30).
The quantitative data analysis of this study provided a strong indication that 8-9-year-old children who
already have positive attitudes towards reading, enjoy reading an AR book. Children also claim that
they would read books more often if those were AR books. However, qualitative data analysis
revealed that an important percentage of children (40%, 12/30) seem to prefer “traditional reading”
compared to “reading enhanced with the AR experience”.
Future studies that will examine the connection between AR and reading attitudes in young children
should be longitudinal and focus specifically on struggling readers or children with negative attitudes
towards reading.
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