研究不同文本格式对中学生阅读理解表现的影响
1Department of Turkish Language Education, Faculty of Education, Akdeniz University, Antalya, Türkiye.
PloS one
|October 1, 2025
概括
增强现实 (AR) 与印刷和数字格式相比,在11-12岁的孩子中显著提高了阅读理解能力. 与传统或基于屏幕的方法相比,AR书更有效地提高了儿童的阅读技能.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 媒体研究 媒体研究
背景情况:
- 传统的阅读教学通常依赖于印刷和数字材料.
- 像增强现实 (AR) 这样的新兴技术提供了新的教学方法.
- 了解不同文本格式对阅读理解的影响对于有效的教育至关重要.
研究的目的:
- 为了比较使用印刷,数字和AR支持的教科书格式的学生的阅读理解水平.
- 为了评估AR在提高阅读理解的有效性,在各种维度.
主要方法:
- 一项涉及土耳其150名11-12岁学生的准实验性研究.
- 学生被随机分配到三个组:印刷,数字和AR.
- 在5周的干预之前和之后,使用基于Barrett的分类学的标准化测试来评估阅读理解,并使用对型样本t测试和ANCOVA进行分析.
主要成果:
- 增强现实 (AR) 显著改善了学生的阅读理解表现 (p < .05, η2 = .388).
- 在阅读理解的五个维度中都注意到了改进:字面,重组,推理,评估和欣赏.
- 在传统的印刷和数字格式之间没有发现阅读理解的显著差异 (p = .542).
结论:
- 增强现实书籍显然可以提高中学生的阅读理解能力.
- 增强现实内容在提高阅读理解方面比印刷或数字文本更有效,特别是在故事书中.
- 这项研究为优化中学阅读理解的文本格式提供了宝贵的见解.
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