Title: Exploring augmented reality to support K-12 literacy: a case study

Authors: Michele Garabedian Stork; Tami Fessenden; Jing Shun Zhang

Addresses: Florida Gulf Coast University, 10501 FGCU Blvd., Fort Myers, Florida 33965, USA ' Florida Gulf Coast University, 10501 FGCU Blvd., Fort Myers, Florida 33965, USA ' Florida Gulf Coast University, 10501 FGCU Blvd., Fort Myers, Florida 33965, USA

Abstract: Traditionally literacy education has focused on teaching reading comprehension, writing, and effective communication. However, the nature of digital communications technology has so permeated the way we communicate that it has become more than a tool in many ways. This case study explored students' use of Augmented Reality (AR) to engage in literacy activities. Specifically, the purpose of the study was to explore students' and teachers' perceived benefits and challenges of using AR tools to support engagement with literacy activities. One hundred and thirty-seven students from five K-12 school districts participated in the AR activities during a university literacy festival. Data collection included student reflections, teacher interviews, and activity observations. The study indicated the use of AR tools promotes student engagement in literacy activities, teachers are eager to further explore the potential of AR tools to support engagement in literacy, AR tools have the capacity to bring literacy to life in a 21st century learning environment, and teachers need additional support to integrate AR tools for literacy instruction.

Keywords: augmented reality; digital integration; literacy; 21st century learning.

DOI: 10.1504/IJSMARTTL.2020.112119

International Journal of Smart Technology and Learning, 2020 Vol.2 No.2/3, pp.115 - 135

Received: 27 Nov 2019
Accepted: 16 Jun 2020
Published online: 04 Jan 2021 *

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