Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

被引：3
作者：
Roumba E. [1 ]
Nicolaidou I. [1 ]
机构：
[1] Cyprus University of Technology, Limassol
来源：
International Journal of Interactive Mobile Technologies | 2022年 / 16卷 / 16期
关键词：
Attitudes; Augmented reality; Behaviors; Primary school; Reading motivation; Young children;
D O I：
10.3991/ijim.v16i16.31741
中图分类号：
学科分类号：
摘要：
Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children’s declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies focused on primary education children and those examined attitudes, not motivation. This study aimed to: a) examine how young children’s motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. The theoretical framework was based on Keller’s ARCS model of motivation. Participants in this pre-test post-test case study were 40 fourth and fifth graders. Data sources included validated questionnaires and an observation protocol of children’s behavior while interacting with AR books. Children’s motivation had a statistically significant increase in attention (t39 = –3.07, p < 0.01), confidence (t39 = –2.44, p < 0.05) and satisfaction (t39 = –3.26, p < 0.01). Children showed a high level of enthusiasm with AR technology when interacting with the first AR book, which notably decreased with the second book. The children maintained positive attitudes and behaviors towards AR. The study showed that even through short-term interactions, AR books have the potential to increase young students’ reading motivation. It adds to our knowledge concerning the use of AR books by primary school children, who are under-represented in the literature. Directions for future research are drawn © 2022, International Journal of Interactive Mobile Technologies.All Rights Reserved.
引用
收藏
页码：59 / 73
页数：14
相关论文
共 55 条
  • [1] Meletiou-Mavrotheris M., Carrilho A. R., Charalambous C., Mavrou K., Christou C., Teacher training for ‘augmented reading’: The living book approach and initial results, Education Sciences, 10, 5, (2020)
  • [2] Kim Y, Smith D., Pedagogical and technological augmentation of mobile learning for young children interactive learning environments, Interactive Learning Environments, 25, 1, pp. 4-16, (2017)
  • [3] Nicolaidou I., Stavrou E., Leonidou G., Building primary-school children’s resilience through a web-based interactive learning environment: Quasi-experimental pre-post study, JMIR Pediatrics and Parenting, 4, 2, (2021)
  • [4] Li X., Chu S. K. W., Exploring the effects of gamification pedagogy on children’s reading: A mixed-method study on academic performance, reading-related mentality and behaviors, and sustainability, British Journal of Educational Technology, 52, 1, pp. 160-178, (2021)
  • [5] Theodosi S., Nicolaidou I., Affecting young children’s knowledge, attitudes, and behaviors for ultraviolet radiation protection through the internet of things: A quasi-experimental study, Computers, 10, 11, (2021)
  • [6] Gomez-Garcia G., Hinojo-Lucena F.-J., Alonso-Garcia S., Romero-Rodriguez J.-M., Mobile learning in pre-service teacher education: perceived usefulness of ar technology in primary education, Education Sciences, 11, 6, (2021)
  • [7] Orang C., Kuntay A. C., Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood, International Journal of Child-Computer Interaction, 21, pp. 104-111, (2019)
  • [8] Dube A. K., Wen R., Identification and evaluation of technology trends in K-12 education from 2011 to 2021, Educ Inf Technol, (2021)
  • [9] Wang L., Lee H., Ju D. Y, Impact of digital content on young children’s reading interest and concentration for books, Behaviour & Information Technology, 38, 1, pp. 1-8, (2019)
  • [10] Bhadra A., Et al., ABC3D—Using an augmented reality mobile game to enhance literacy in early childhood, 2016 IEEE International Conference on Pervasive Computing and Communication Workshops (PerCom Workshops), pp. 1-4, (2016)
123456