Augmented Reality Textbook: A Classroom Quasi-Experimental Study

Augmented Reality (AR) has evolved considerably over the last ten years, having been implemented in several areas, including education. Multiple AR systems have been developed and tested in the laboratory dissociated from the reality of the classroom and without considering the pedagogical material used by students and teachers. We developed an AR prototype based on a natural sciences sixth-grade textbook. This prototype allows the use of the traditional textbook without changes, admitting the creation of new layers of virtual information. We describe the comparative analysis of using the augmented textbook versus the textbook without AR. This research was developed with a quasi-experimental study with 50 students in an elementary school. The results show that the AR textbook prototype can have a positive impact on the perception of understanding, the perception of innovation, satisfaction, emotional induction, and student learning. These results, also allow us to generate guidelines that could help to design future augmented textbooks.