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.
|出版狀態||已發佈 - 2013 一月 1|
|事件||21st International Conference on Computers in Education, ICCE 2013 - Bali, 印度尼西亚|
持續時間: 2013 十一月 18 → 2013 十一月 22
|其他||21st International Conference on Computers in Education, ICCE 2013|
|期間||2013/11/18 → 2013/11/22|
ASJC Scopus subject areas