The relationships between child-parent shared mobile augmented reality picture book reading behaviors and children's cognitive attainment

Augmented reality (AR) books combining the advantages of physical books with digital content including new interaction possibilities are the one of the noticeable AR media. The application of AR book has been documented its effectiveness for learning, however, studies regarding how users learn in the process of AR book reading is limited. This study selected a mobile AR picture book to examine the relationships between child-parent shared reading behaviors and children's cognitive attainment. The reading behaviors of 33 child-parent pairs participated in this study were video-recorded and the children were interviewed after the activity for understanding their cognitive attainment. Through the correlation analysis, the findings indicated that the more reading and operation (i.e., turning or inspecting the AR book) of the mobile AR picture book the children were involved in, the more cognitive attainment they gained. The parental interaction-oriented behaviors (i.e., commenting, prompting, evaluating, or expanding) were helpful for their children's learning. Another noteworthy issue is that the distraction of the children during the shared reading process was negatively related to their cognitive attainment.