The effect of augmented reality-enriched Turkish lesson texts on 4th grade elementary school students' reading skills

This study aims to determine the effect of Turkish course texts enriched with augmented reality on the reading skills of primary school 4th grade students. In the quantitative dimension, the relationships between students' reading comprehension competencies and their attitudes towards augmented reality applications were also examined. Student opinions were also taken to determine students' ideas and experiences about the potential effects of augmented reality applications on improving reading skills. The sample consisted of 48 fourth grade students selected from Central Primary School in Alaplı district of Zonguldak province. A quasi-experimental approach with pretest-posttest control group was adopted and an experimental group (n=24) and a control group (n=24) were formed. In order to collect the data, "Primary School 4th Grade Students' Perceptions of Proficiency Scale for Reading Comprehension", "Augmented Reality Applications Attitude Scale" and four different texts selected from the primary school 4th grade Turkish book were used. These texts were enriched with augmented reality technology. As a result of the pretest-posttest comparison, it was determined that the experimental group showed a significant improvement in terms of reading skills. According to the paired sample t-test results, there was a significant difference between the reading skills scores of the experimental group in the pretest and posttest. This shows that texts enriched with augmented reality technology are effective in improving students' reading skills. Finally, according to the students' opinions, it is revealed that the texts enriched with augmented reality technology create curiosity, excitement, fun and help students to focus their attention. Therefore, it is concluded that augmented reality application has a positive effect on students' reading skills.