Engaging Rural Students’ Reading and Listening Skills Through Augmented Reality.

ABSTRACT

This study identified the effects of Augmented Reality (AR) on improving digital-age literacy at a rural public school in Cañar, Ecuador. During this COVID-19 pandemic, pupils have been learning English through WhatsApp and printed worksheets provided by the National English Program. This study consisted of reading passages using a free prototype with AR so students could use their phone cameras to integrate 3D images without needing connectivity. The researchers designed the reading material based on the reading stages: pre-reading, while reading, and after reading. They also included AR markers so students could hear the audible narration of the reading passages. The data collected through a pre-test, post-test, and a focus group revealed the value of implementing AR in English classes. Overall, the outcomes stated that AR not only fosters a meaningful game-based learning environment but also gives students from rural areas the opportunity to access innovative material.

Keywords: augmented reality; marker; reading; rural school