Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class

Autor/inn/en	Çetinkaya Özdemir, Ezgi; Akyol, Hayati
Titel	Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class
Quelle	In: International Journal of Progressive Education, 17 (2021) 4, S.135-154 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çetinkaya Özdemir, Ezgi) ORCID (Akyol, Hayati)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Elementary School Students; Reading Attitudes; Attitude Measures; Grade 4; Reading Motivation; Reading Comprehension; Learner Engagement; Computer Simulation; Multimedia Materials; Handheld Devices; Instructional Effectiveness; Reading Instruction; Public Schools; Urban Schools; Foreign Countries; Turkey; Elementary Reading Attitude Survey + Suchen Sie Ihr Suchwort? Reading behavior; Rading behaviour; Leseverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Lesemotivation; Leseverstehen; Computergrafik; Computersimulation; Unterrichtserfolg; Leseunterricht; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Türkei
Abstract	The aim of this study was to examine the effect of augmented reality-based reading activities on reading comprehension, reading motivation, attitude towards reading and class participation of fourth grade elementary students, and to obtain the students' views regarding this. The research was conducted with 54 fourth grade students attending two different classes of a state school with a medium socioeconomic level located in the city centre of the province of Kars during the autumn semester of the 2018-2019 academic year. The quantitative dimension of the study, in which a sequential explanatory mixed design was used, was carried out with a quasi-experimental design with pretest-posttest control group. In the qualitative dimension, however, opinions were obtained by means of semi-structured interviews following the implementation. The semi-structured process lasted for a total of 7 weeks, including a 1-week awareness programme and a 6-week implementation, and during this period, the implementation, which was related to augmented reality-based reading exercises, was carried out with the experimental group. In the control group, however, instruction based on the standard Turkish subject curriculum was carried out. The findings obtained from the quantitative dimension of the study revealed that there was a significant difference between scores of the experimental and control groups in reading comprehension, attitude towards reading, reading motivation and class participation, in favour of the experimental group. Moreover, in the qualitative dimension of the study, the interviewed students in the experimental group generally expressed positive views related to the augmented reality-based reading exercises. The students stated that they were able to use augmented reality easily, and that it had real-like, three-dimensional, entertaining and participative features. Furthermore, the students reported that as well as reading comprehension and reading attitude, it had an effect on their thinking skills, academic development and communication skills. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01