AR2: Augmented Reality for Enhanced Reading Comprehension

Authors

  • Allan Jay ESTEBAN Central Luzon State University, Philippines; and Kyung Hee University, South Korea Author

DOI:

https://doi.org/10.58459/icce.2024.4989

Abstract

Despite ongoing efforts by the Philippines government to enhance literacy rates, reading challenges persist among Filipino students, as evidenced by declining international assessments. Although technology integration is a global trend in education, its application to reading instruction in the Philippine context remains underexplored. This paper presents the design phase of an innovative research initiative aimed at exploring the potential of augmented reality (AR) technology for augmented reading (AR2) to enhance elementary students' reading comprehension. This study follows a phased approach, emphasizing the design and evaluation of AR content at its initial stage. The study employed Assemblr Studio, a platform for AR content creation, in the design of researcher-made AR collaborative reading tasks. This phase involves the creation of AR content derived from a short story for elementary students, carefully designed for contextualized learning. Accordingly, the evaluators remarked that the potential of the AR content to enhance reading comprehension was enjoyable, interesting, engaging, and interactive. These results necessitate an empirical investigation of the transformative potential of AR technology in the Philippine educational setting. This phased approach ensured a comprehensive exploration of AR's impact on reading instruction. This study contributes to an understanding of technology integration in education and the design considerations crucial for effective AR implementation. Hence, this study aimed to inform educational policies and practices, provide evidence-based strategies to address literacy challenges, and promote 21st-century skills among Filipino learners.

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Published

2024-11-25

How to Cite

AR2: Augmented Reality for Enhanced Reading Comprehension. (2024). International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4989