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

Evanthia Roumba; Iolie Nicolaidou

doi:10.3991/ijim.v16i16.31741

Authors

Evanthia Roumba
Iolie Nicolaidou Cyprus University of Technology https://orcid.org/0000-0002-8267-0328

DOI:

https://doi.org/10.3991/ijim.v16i16.31741

Keywords:

Augmented Reality, reading motivation, attitudes, behaviors, primary school, young children

Abstract

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 have focused on school-aged 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. 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. The results of paired samples t-tests for children's motivation indicated a statistically significant increase in attention (t (39) = - 3.07, p = 0.004), confidence (t (39) = - 2.44, p = 0.019) and satisfaction (t (39) = - 3.26, p = 0.002). Children read comfortably, seemed focused, and were eager to read more. They 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.

Author Biographies

Evanthia Roumba

Evanthia Roumba is a postgraduate research associate at the Department of Communication and Internet Studies at the Cyprus University of Technology. She holds a MSc degree in New Technologies for Communication and Learning from the same university. She also has a Bachelor’s degree in Primary Education from the Department of Educational Sciences of the University of Cyprus. Her research interests focus on the integration of emerging learning technologies, such as augmented reality applications, in primary education and studying their impact on children’s learning behaviors and daily study routines. (email: roumbaevanthia@gmail.com).

Iolie Nicolaidou, Cyprus University of Technology

Iolie Nicolaidou is an Assistant Professor at the Department of Communication and Internet Studies at the Cyprus University of Technology, P.O.Box 50329, 3603, Limassol, Cyprus. She holds a Ph.D. degree in Educational Technology from Concordia University in Canada. She has a Master’s degree in Educational Media and Technology from Boston University (2002), where she studied as a Fulbright scholar, and a BA in Primary Education from the University of Cyprus (2000) with a specialization in Natural Sciences. Her expertise is in the design, implementation and evaluation of emerging technologies (e.g. web-based learning environments, serious games, gamified apps, simulations) for learning and social change with a focus on applications designed for science, health, formal (K-12) and informal education. (email: iolie.nicolaidou@cut.ac.cy).