Alhamad Kawla, Manches Andrew, McGeown Sarah
Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom.
College of Education, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
Front Psychol. 2024 Aug 14;15:1423163. doi: 10.3389/fpsyg.2024.1423163. eCollection 2024.
Children's reading engagement is associated with the quality of their reading experiences and outcomes; however, research to date has only examined children's reading engagement within the context of traditional print books or digital texts. Augmented Reality represents a hybrid reading experience, where traditional paper books are augmented with digital features (e.g., animations, sounds, comprehension questions). This is the first study to examine children's perspectives and experiences of AR books, within the context of reading engagement. In total, 38 demographically diverse children (aged 8-10, 21 male, 17 English as an Additional Language, 14 ethnicities, nine with teacher-reported reading difficulties) from the UK participated. After reading an AR book, children participated in interviews about their reading engagement. Deductive (themes) and inductive (subthemes) approaches to thematic analysis were used, examining children's AR reading experiences within the context of their behavioral, cognitive, affective and social engagement. The majority of children found AR books easy to use, and provided examples of how AR books supported their behavioral engagement (e.g., desire to read more/extend reading practices), altered their cognitive engagement (e.g., reading strategies, visual representation/use of imagination, comprehension monitoring), influenced their affective engagement: (e.g., diverse positive feelings), and social engagement (e.g., prompted interaction and discussion), providing examples suggesting similarities and differences with traditional print books. This paper provides novel in-depth insights into children's perspectives and experiences of AR books, and provides a foundation for researchers, educators, and AR book designers interested in better supporting children's reading experiences and outcomes with AR books.
儿童的阅读参与度与他们的阅读体验和成果质量相关；然而，迄今为止的研究仅考察了儿童在传统纸质书籍或数字文本背景下的阅读参与度。增强现实代表了一种混合阅读体验，其中传统纸质书籍被赋予了数字功能（如动画、声音、理解问题）。这是第一项在阅读参与度背景下考察儿童对增强现实书籍的看法和体验的研究。来自英国的38名儿童（年龄在8至10岁之间，21名男性，17名英语为第二语言者，14个种族，9名有教师报告的阅读困难）参与了研究。在阅读一本增强现实书籍后，孩子们参与了关于他们阅读参与度的访谈。采用了演绎（主题）和归纳（子主题）的主题分析方法，在行为、认知、情感和社会参与的背景下考察儿童的增强现实阅读体验。大多数孩子发现增强现实书籍易于使用，并举例说明了增强现实书籍如何支持他们的行为参与（如渴望阅读更多/扩展阅读习惯）、改变他们的认知参与（如阅读策略、视觉呈现/想象力的运用、理解监控）、影响他们的情感参与（如多样的积极感受）和社会参与（如引发互动和讨论），还提供了与传统纸质书籍异同的例子。本文提供了关于儿童对增强现实书籍的看法和体验的新颖而深入的见解，并为有兴趣通过增强现实书籍更好地支持儿童阅读体验和成果的研究人员、教育工作者和增强现实书籍设计师奠定了基础。
