How ARpedia Supports Early Readers

by Yoo Kyung Chang, Jordan Burkland, and Julia Lim from Teachers College, Columbia University

Research Period: May 2023 - Feb 2024

Research Questions

AR-enhanced books have been explored to support literacy development, but with limited
understanding of when and how specific AR design may be supportive.
Therefore, this study investigates:
1) How early readers interact with AR-based books.
2) The literacy behaviors that emerge based on ARpedia's augmented reality design principles.
3) how early readers with different characteristics manifested literacy behaviour during and after reading with ARpedia.

Research Findings

  • Reducing Cognitive Load - Attentional Guidance

    When attentional guidance design was integrated into ARpedia,

    · Observation of print concept behaviour increased by 21%, 2.3 times.

  • Increasing Personalisation - Age-Appropriate Interactivity

    When age-appropriate interactivity design was integrated into ARpedia,

    · Observation of attentional control increased by 28.2%, 9.1 times.

    · Interest behaviour increased by 32.2%, 7.2 times.

  • Increasing Positive Affect in Learning - Narrative Learning

    When narrative learning design was integrated into ARpedia,

    · Observation of attentional control increased by 28.2%, 7.9 times.

    · Interest behaviour increased by 34.4%, 7.5 times.

  • Increasing Positive Affect in Learning - Fantastical-Real Balance

    When fantastical-real balance design was integrated into ARpedia,

    · Engagement with vocabulary increased by 11.1%, 23.2 times.

    · Attentional control increased by 19%, 5.2 times.

    · Interest behaviour increased by 24%, 5.3 times.

  • Increasing Positive Affect in Learning - Anthropomorphic Balance

    When anthropomorphic balance design was integrated into ARpedia,

    · Engagement with vocabulary increased by 11.4%, 23.8 times.

    · Attentional control increased by 18.9%, 5 times.

    · Interest behavior increased by 24.1%, 5.2 times.