The effect of augmented reality supported texts on students' reading comprehension and examining students' attitudes

The aim of this research is to determine the effect of augmented reality supported texts on the reading comprehension of 6th grade students and to examine the attitudes of students towards augmented reality supported texts. Explanatory sequential design was preferred in this research, which was carried out with a mixed method using quantitative and qualitative data sources together. The study group was randomly formed with 120 students between the ages of 11 and 12, studying at the 6th grade level in a public school affiliated to the Ministry of National Education in Antalya. Reading comprehension achievement test, attitude scale and semi-structured interview form were used as data collection tools. Before the data collection process, an "Augmented Reality Book Application" was developed for Android platforms using the Kotlin programming language. Then, digital contents for three texts determined from the 6th grade Turkish textbooks currently used were created and integrated into the developed augmented reality application. In the pretest phase, the experimental and control groups read the texts in the textbook on paper-based and answered the comprehension questions. In the final test phase, while the experimental group read the augmented reality supported texts with a tablet, the control group read the same texts on paper-based way and both groups answered the comprehension questions. The pretest results revealed that there was no significant difference between the two groups in terms of total comprehension scores and comprehension levels. The final test results showed that the total comprehension scores of the students who read the texts with augmented reality support were higher. When the levels of comprehension were examined, it was determined that there was no difference in the level of simple comprehension between the experimental and control groups. In addition, it was concluded that the group participating in the augmented reality supported reading activity was significantly more successful at the levels of re-organization, inferential comprehension, evaluation and response. When the interviews with the students who participated in the augmented reality-supported reading activity are considered in general, it can be said that these texts attract the attention of the students, are fun and interesting to them, and increase their desire to read. Additionally, it has been stated by the students that it has a positive effect on their comprehension levels by providing visual auditory support, stimulating the imagination and contributing to permanence. When the data obtained from the attitude scale are examined, it can be said that the students have developed a positive attitude towards the use of augmented reality in the reading process. These results were also supported by qualitative findings, and the students emphasized that the augmented reality application and the use of tablets in the reading process did not force them and were easy using. In addition, the students stated that the augmented reality application supports their learning and they would like to see more such applications in the future.