Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment

  • Authors:

  • Kun-Hung Cheng;Chin-Chung Tsai

  • Affiliations:

  • Digital Content Production Center, National Chiao Tung University, #1001, University Rd., Hsinchu 300, Taiwan;Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei 106, Taiwan

  • Venue:
  • Computers & Education
  • Year:
  • 2014

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Abstract

Previous studies on augmented reality (AR) book learning have not provided an in-depth examination of the learning process, especially the interaction involved in child-parent shared book reading. Choosing an AR picture book to introduce its artistic work, this study aimed to explore how children and parents read the book through a series of analyses of behavioral patterns and cognitive attainment. A total of 33 child-parent pairs voluntarily participated in this study. Based on the indicators of the child-parent reading behaviors generated through content analysis, four behavioral patterns of AR picture book reading were identified: parent as dominator, child as dominator, communicative child-parent pair, and low communicative child-parent pair. The relationships between the child-parent reading behaviors and the children's cognitive attainment were further identified. Specifically, the child-parent behaviors of ''parent as dominator'' and ''low communicative child-parent pair'' were likely associated with simple description of the appearance of the artistic work by the children (low-level cognitive attainment). Conversely, the ''child as dominator'' and ''communicative child-parent pair'' behaviors resulted in the children explaining the artistic work they had seen or using their imagination to describe the content of the book (high-level cognitive attainment).