Abstract
Purpose: To compare the influence of augmented reality storybook and traditional storybook on children’s reading comprehension. Retelling and comprehension tests were employed to assess comprehension.
Methodology: Quantitative approach, quasi-experimental with post-test only design. 34 children aged 7 to 9 were randomly assigned to either experimental or control group and read the print storybook with and without a tablet. Data were gathered by interviewing with participants. Children retold the story and answered comprehension questions. Mann-Whitney test was used.
Findings: There was a significant difference between the control and the experimental groups in terms of overall reading comprehension. Children who experienced augmented storybook were better in retelling and answering comprehension questions. There were no significant difference between the groups in retelling theme and setting. Experimental group scored higher in answering implicit questions.
Conclusion: Presentation of related multimedia with the print storybook will result in better interaction between the reader and the text and helps in making meaning, and eventually improves the reading comprehension.
Methodology: Quantitative approach, quasi-experimental with post-test only design. 34 children aged 7 to 9 were randomly assigned to either experimental or control group and read the print storybook with and without a tablet. Data were gathered by interviewing with participants. Children retold the story and answered comprehension questions. Mann-Whitney test was used.
Findings: There was a significant difference between the control and the experimental groups in terms of overall reading comprehension. Children who experienced augmented storybook were better in retelling and answering comprehension questions. There were no significant difference between the groups in retelling theme and setting. Experimental group scored higher in answering implicit questions.
Conclusion: Presentation of related multimedia with the print storybook will result in better interaction between the reader and the text and helps in making meaning, and eventually improves the reading comprehension.
| Original language | Other |
|---|---|
| Article number | 116 |
| Pages (from-to) | 27-42 |
| Number of pages | 15 |
| Journal | Journal of National Studies on Librarianship and Information Organization |
| Volume | 29 |
| Issue number | 4 |
| Publication status | Published - Feb 2019 |
