Reinforcing Reading and Listening Skills Through Augmented Reality in a rural class
Abstract
This study explored the impact of Augmented Reality (AR) on enhancing reading and listening skills in an English class at a rural school in Cañar, Ecuador. Eighth-grade students, who had been learning via whatsapp and printed worksheets during the pandemic, were introduced to AR-based reading passages. Using a free AR prototype, students used their phone cameras to integrate 3D images into their reading without needing internet access. The reading material, designed by researchers and ICT teachers, included activities to improve listening and phonetic skills. Data from pre-tests, post-tests, and focus groups indicated that AR created an engaging, game-based learning environment and provided students with access to innovative, offline educational content.
Keywords: Augmented reality; marker; reading; rural school.
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