Effects of Children and Parents’ Reading of an Augmented Reality Picture Book on Elementary School Students’ Cognitive Structures and Reading Motivation

Ai-Hui, Cheng

Ying-Jie Lin

Abstract

This study was conducted to explore the effects of children and parents’ reading of an augmented reality picture book on elementary school students’ cognitive structures and reading motivation. A total of 16 child-parent pairs voluntarily participated in this study. The control group received the traditional reading of picture books. The experimental group received the reading of augmented reality picture books. The interview narratives were transcribed into the format of ‘flow maps’ to evaluate students’ cognitive structures. The results of this study revealed that (1) children and parents’ reading of an augmented reality picture book did enhance students’ internal reading motivation. (2) Two aspects of cognitive structures, extent and richness of concepts, was significant than others (Cohen’s d > 0.8). Results supported the children and parents’ reading of an augmented reality picture book can effectively enhance students’ internal reading motivation and cognitive structures. Based on these findings, suggestions are proposed.

Keywords :child-parents’ reading, AR books, cognitive structure, reading motivation