Texts that become reality: An alternative solution for poor readers
DOI:
https://doi.org/10.29329/pedper.2025.88Keywords:
Augmented reality, Reading comprehension, RetellingAbstract
In the teaching of reading, one of the basic skills of education, students may sometimes experience some difficulties in comprehending and remembering what they read. In recent years, electronic books and augmented reality supported books have been included in the literature as an alternative solution to these difficulties. In this study, the effect of augmented reality supported books on reading comprehension and retelling of second grade primary school students was examined. A quasi-experimental design comparing control and experimental groups was used in the study. The study group consisted of 40 students with poor reading comprehension studying in the second grade of primary school. Reading comprehension questions and retelling rubric developed for two texts with augmented support were used as data collection tools. For the analysis of the data, the Mann-Whitney U method, which is a nonparametric method, was used to compare the groups. As a result of the research, it was seen that the reading comprehension and retelling scores of the experimental group reading augmented reality supported texts were higher than the reading comprehension and retelling scores of the control group reading printed texts. The results obtained are expected to contribute to the literature on the use of AR-supported books in education.
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