Parent–child reading critically affects children’s learning and development, and dialog reading (DR) is a highly effective strategy for parent–child reading. This study employed the prompt, expand, evaluate, and repeat (PEER) DR strategy to develop a picture book incorporating augmented reality (AR) technology. AR information is extracted from the book using a mobile device to guide children through PEER-based reading. To determine the effectiveness of the AR picture book, a total of 56 preschool children participated in an experiment. The children were divided into an experimental group and a control group. The participants in the control group were accompanied by their parents, and they engaged in conventional parent–child reading; however, the participants in the experimental group engaged alone in AR-assisted reading. The results indicated that the experimental group achieved learning effectiveness significantly higher than that of the control group. A cycle of behavioral changes,“scanning with a mobile device → reading augmented information → answering the questions on the mobile device → scanning with a mobile device", was observed. This cycle indicates that child–mobile device–picture book interaction increased the children’s learning effectiveness.
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