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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1459264
This article is part of the Research Topic Cognitive Benefits of Technologies Applied to Learning in Education View all 16 articles

The Effect of Augmented Reality Storybooks on the Story Comprehension and Retelling of Preschool Children

Provisionally accepted
Emine Ela Şimşek Emine Ela Şimşek *
  • Akdeniz University, Antalya, Türkiye

The final, formatted version of the article will be published soon.

    This study aimed to compare the retelling and story comprehension performance of two groups of preschool children -an experimental and a control group-who experienced printed and augmented reality storybooks. The participant group consisted of 90 participants, with 45 in the experimental group (22 girls, 23 boys) and 45 in the control group (21 girls, 24 boys). The average age of the children was 54.2 months. In the study, the researcher evaluated children's story-retelling performance using the rubric and used a Story Comprehension Test to measure their story comprehension performance. The researchers utilised the ROAR application to incorporate augmented reality content into the books. In the pre-test phase, the teachers read the designated texts to the children in the experimental and control groups. After the eight-week break, the control group experienced the same texts with printed books, while the experimental group experienced them with augmented reality support. Each child participated individually in the reading process with the teacher. In the study, teachers asked the children to retell the story and asked the questions from the Story Comprehension Test at the end of each book reading section for pre-test and post-test measurements. The pre-test results revealed no significant difference in the two groups' storyretelling and Story Comprehension Test scores. The post-test results indicated a significant difference in the story-retelling performance and Story Comprehension Test scores between the experimental and control groups, favouring the experimental group. Based on these findings, the augmented reality content can potentially enhance children's retelling and story comprehension performances.

    Keywords: augmented reality, Story-retelling, story comprehension, Preschool children, Retelling

    Received: 03 Jul 2024; Accepted: 27 Sep 2024.

    Copyright: © 2024 Şimşek. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Emine Ela Şimşek, Akdeniz University, Antalya, Türkiye

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.