Utilizing Animal Characters of a Mobile Augmented Reality (AR) Reading Kit to Improve Preschoolers’ Reading Skills, Motivation, and Self-Learning: An Initial Study

Abstract

This study developed and used a mobile Augmented Reality (AR) reading kit to help preschool students recognize alphabets and read simple words more effectively. This study was based on the quantitative approach involving an experimental methodology that used a one-group pretest-posttest design. In this study, the variables of interest to be measured were students’ reading skills, motivation, and self-learning. The learning treatment involved a series of reading sessions using the novel learning application that spanned three weeks, with each session lasting for two hours. The sample of this study comprised 60 preschool students, whose ages ranged from four to six, who were selected from three different preschools. The effectiveness of the novel-reading kit was evaluated in terms of students’ learning performance, learning motivation in reading, and self-learning. The data for the former were gathered from pre-testing and post-testing. At the same time, a survey was administered to the students to elicit their opinions and feedback on the last two factors. Furthermore, all descriptive and inferential statistical procedures have been selected to analyze the data. Specifically, a one-way analysis of variance (ANOVA) was applied to analyze the data, which demonstrated significant differences in the students’ reading skills, motivation, and self-learning before and after the learning interventions. These findings showed the students could recognize alphabets more accurately, read simple words more intelligently, become more motivated to read and be highly engaged in self-learning using the mobile AR reading kit.

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

“…In Table 2 after the readability level test is done, distance test is done, this is done to anticipate the user using more than the specified distance, which is 50 cm, after the marker distance test is done, it turns out the results exceed the standard, namely the marker is able to read distance of 80 cm [21], this proves that the readability test is valid so that it can help the level of distance in the marker distance test [22].…”

Supporting Factors for the Implementation of Mobile Learning for Elementary School Students Using an Authentic Approach and Real-World Activities

“…Meanwhile, it is necessary to design mobile learning-based multimedia equipped with assignments, case analysis, and learning videos to be analyzed by students. The use of multimedia helps to increase students' motivation, reading skills, and independence in learning [28].…”

The Usefulness of Augmented Reality in Enhancing English as a Second Language (ESL) Learners’ Vocabulary Acquisition: A Systematic Review (2018-2022)

“…Furthermore, vocabulary acquisition is a significant factor in predicting proficiency of English as Second Language (ESL) learners. This lends weight to the argument that when pupils grasp the language of a book, they may more effortlessly absorb what they might be studying, leading to higher educational success (Hanafi et al, 2021). ESL students' overall competence and success rise simply by comprehending their tasks when they realize what they have been reading or how learners have been required to perform.…”

“…Since their usual diversions were reduced, learners seem to have been completely focused and involved in whatever they were discovering. This has been facilitated by using digital activities (AR) inside the curriculum to increase students' interest, which can improve the consequences of their knowledge (Hanafi et al, 2021). Pupils have been enabled to use personal mobile phones, which are typically a significant source of distraction, like the instructional tool included to integrate them in the AR environment, transforming their big disturbance into a participation instrument (Jalaluddin et al, 2020).…”