An augmented e-reader for multimodal literacy

Gu, Heng; Sanchez, Susana; Kunze, Kai; İnami, Masahiko

doi:10.1145/2800835.2800897

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…Another important theme that emerged consistently in teachers' responses, and which is in accord with the existing research literature [13][14][15][16][17][18][19][20], is the positive impact of the augmented reading approach on students' motivation. This was repeatedly mentioned both in the questionnaires and in conversations that we had during the training.…”

Section: Discussionsupporting

confidence: 77%

“…The results of these studies demonstrate that the seamless interconnection of the virtual and the real world offered by AR books makes the learning process more relevant and enjoyable for the majority of students, including learners with diverse educational needs. This, in turn, helps to increase students' motivation and engagement in learning, and to improve their story comprehension performance [13][14][15][16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

“…The Living Book consortium has reached out to European teachers to inform them about AR and other technological developments that could be utilized in schools to augment students' reading experience with rich media content. A main output of the project is the "Augmented Teacher" professional development course, which targets in-service teachers of upper primary and lower secondary school (ages [9][10][11][12][13][14][15]. Through a combination of open educational resources (OER) and involvement in professional learning activities, the course aims at strengthening the profile and competences of European teachers in effectively integrating the Living Book approach into their classroom activities.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

et al. 2020

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Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers’ profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly those from disadvantaged and/or migrant backgrounds, in proreading activities to back the overall Living Book strategy at home. The current article provides an overview of the main phases of the Living Book project implementation, and of the program’s key activities and outputs. It also outlines the content and structure of the ‘Augmented Teacher’ and ‘Augmented Parent-Trainer’ training courses developed within the project. Finally, it reports on the main insights gained from the pilot testing of the courses and the follow-up classroom experimentation that took place in the project partner countries.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

et al. 2020

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“…Other research looks to add multiple forms of modality to enhance the storytelling experience. For example, visual, haptic and auditory modalities are used [49,121] to create more atmosphere during short stories.…”

Section: Multi-modal Experiencesmentioning

confidence: 99%

Investigating Tangible and Hybrid Interactions to Augment the Reading Experience

Bailey¹

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For thousands of years, we as humans have been passing knowledge and telling stories through tangibly rich methods, beginning with writing on walls and even-tually evolving to printed books of today. However, the introduction of digital documents has recently created a world that has traded tangible richness for digital convenience. This thesis demonstrates innovative, tangible interfaces to help de-velop a possible future where digital documents can incorporate tangible elements. Furthermore, during our research, we discovered a pattern amongst people, where a hybrid approach to documents is becoming adopted. This discovery led to the investigation of hybrid experiences and the development of a system in which users can seamlessly switch between the physical and digital worlds.Each chapter of this thesis investigates a function of reading and its method both physically and digitally. Firstly we investigate the act of turning a page, a simple yet integral task of reading a modern book. This chapter explores materials and methods of bringing a tangible page-turning experience to digital books, followed by a user study and evaluation. Following this, we explore the use of tangible materials for side of device interactions. For example, printed books have many, frequently hundreds of pages, often have their edges felt, rufﬂed and ﬂicked. Sev-eral interactions can be invoked through page edges, which are entirely removed from digital books. We design, develop and evaluate a guitar string-based system as a metaphor for page edges on a digital device.Many of us in this modern age carry on our person a smartphone, pretty much at all times. Smartphones have given us the ability to retrieve and read books wherever and whenever we please. However, the majority of people still prefer to read using physical methods. Having multiple formats to choose from has introduced a hybrid reading experience, where one might read physically at home and digitally whilst commuting, for example. We explore this experience, and the chapter follows a human-centred design approach to investigate, design, develop, and evaluate a digital bookmark system to switch between digital and physical books seamlessly.

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Embodied Reading

Sanchez

Dingler

et al. 2016

Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems

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An augmented e-reader for multimodal literacy

Cited by 6 publications

References 3 publications

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

Investigating Tangible and Hybrid Interactions to Augment the Reading Experience

Embodied Reading

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