Fostering Student Agency and Teacher Leadership Through Augmented Reality-Mediated Learning

Abstract

There is a rise in the integration of augmented reality (AR) in education in recent years. This emerging medium is less explored in literacy education, yet the new textual form is necessary for adapting to the changes in the world of literacy. The chapter examines students' active use of bodily movement in AR-mediated literacy learning and addresses the issue of the relationships between literacy, body, space, and new media in a primary school classroom in Australia. The findings presented are based on the systemic functional-multimodal discourse analysis of classroom observations. Data includes the multimodal instructions provided by an AR app as well as students' work samples, specifically their AR compositions. These findings provide insights into students' agentive meaning making processes and teachers' leadership in expanding students' metalanguages in AR-mediated learning.

The Conceptualisation of User-App Interactivity in Augmented Reality-Mediated Learning: Implications for Literacy Education

“…Key educational benefits include vocabulary learning [14][15][16], media literacy [17], reading comprehension [18], motivation [19,20], teaching the English alphabet [21], and storytelling [22]. More recently, AR has been shown to develop primary school students' multimodal literacies [23] and agency [24].…”

“…For Southgate et al [27], AR-mediated learning requires students to interact with virtual objects and characters through gesture, voice, and/or moving around a particular space. When AR is used, embodied meanings are created through gestures, bodily movements, and other modalities [24]. It is through the "naturalised uses of modes" [28] (p. 5) that we can create interactivity in AR-mediated learning.…”