Augmented Reality Reading Support in Higher Education: Exploring Effects on Perceived Motivation and Confidence in Comprehension for Struggling Readers in Higher Education

Autor/in	Huisinga, Laura Anne
Titel	Augmented Reality Reading Support in Higher Education: Exploring Effects on Perceived Motivation and Confidence in Comprehension for Struggling Readers in Higher Education
Quelle	(2017), (144 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-3604-7
Schlagwörter	Hochschulschrift; Dissertation; Reading Difficulties; College Students; Reading Motivation; Reading Comprehension; Technology Uses in Education; Learner Engagement; Art Education; Mixed Methods Research; Self Esteem + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Reading difficulty; Leseschwierigkeit; Collegestudent; Lesemotivation; Leseverstehen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Self-esteem; Selbstaufmerksamkeit
Abstract	Technology has shown promise to aid struggling readers in higher education, particularly through new and emerging technologies. Augmented reality (AR) has been used successfully in the classroom to motivate and engage struggling learners, yet little research exists on how augmented print might help struggling readers. This study explores this gap, specifically art/design students in higher education and their perceived motivation to read, as well as their engagement with, and comprehension of an augmented design theory text. This study employed an exploratory, mixed methods design. Analysis of the findings indicates most students, including self-identified struggling and typical readers, would use AR support for other text if provided. Results highlight the potential for using AR on text to provide reading support and the need for additional research on its implementation and impact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01