The AR storybook as multimodal teaching resource
Keywords:
Augmented reality, Storybook, Childhood Education, Learning, MultimodalAbstract
Recently, this teaching tool with augmented reality technology has appeared as a new resource in recent years. In this qualitative investigation, we intend to know what perceptions are obtained by 72 future teachers of Early Childhood Education once they experience these multimodal digital formats for themselves. Among the conclusions, they consider that the AR story is a multimodal tool with many qualities, suitable to be introduced to infants, playing a motivating role for the development of reading. In addition, these 3D stories make children learn while having fun.
References
Abas, H., & Badioze Zaman, H. (2011, November). Visual learning through augmented reality storybook for remedial student. In International Visual Informatics Conference (pp. 157-167). Springer.
Andrade, M. & Moreno, D. (2017). Leer y escribir en tiempos de las nuevas tecnologías de la información y la comunicación. Revista de tecnología de la información y comunicación en Educación, 11, 55-66 http://servicio.bc.uc.edu.ve/educacion/eduweb/v11n1/art04.pdf
Archer, A. (2014). Power, social justice and multimodal pedagogies. In C. Jewitt (Ed.), The Routledge Handbook of multimodal analysis (2nd ed.). Routledge.
Astudillo Torres, Martha Patricia (2019). Aplicación de la Realidad Aumentada en las prácticas educativas universitarias. Revista Latinoamericana de Tecnología Educativa, 18(2)
http://dx.medra.org/10.17398/1695-288X.18.2.203
Aurelia, S., Raj, M. D., & Saleh, O. (2014). A survey on mobile augmented reality based interactive storytelling. International Journal of emerging trends in science and technology, 1, 534-540 http://igmpublication.org/ijetst.in/index.php/ijetst/article/view/192
Badillo-Jiménez, V. T. & Iguarán-Jiménez, A. M. (2020). Uso de las TIC en la enseñanza-aprendizaje de la comprensión lectora en niños autistas. Praxis-Colombia, 16 (1), 1–9 https://doi.org/10.21676/23897856.3406
Barroso Osuna, J., Gutiérrez Castillo, J.J., Llorente-Cejudo, M.C y Valencia Ortiz, R. (2019). Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts. Journal of New Approaches in Educational Research, 8 (2), 126-141. https://naerjournal.ua.es/article/view/409
Bora Kim (2020). Learning English through Storybooks. (Master´s Thesis). Ewha Womans University Graduate School of Foreign Language Education, Seoul
ChanLin, L. J. (2018). Bridging children’s reading with an augmented reality story library. Libri, 68(3), 219-229 https://doi.org/10.1515/libri-2018-0017
Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers & Education, 153, 103900. https://doi.org/10.1016/j.compedu.2020.103900
Deshpande, S., Kank, T., Armanyous, M., Singh, S., y Kalita, M. (2020). Improvised learning for pre-primary students using augmented reality. TechRxiv https://doi.org/10.36227/techrxiv.12056046.v1
Desierto, A. J. R., Reciña, A. S. A., Arroyo, J. C. T. & Delima, A. J. P. (2020). GoonAR: a bilingual children storybook through augmented reality technology using unity with Vuforia framework. International Journal of Advanced Trends in Computer Science and Engineering, 9(3), 3681-3686.
Drigas, A., Kokkalia, G., & Lytras, M. D. (2015). Mobile and multimedia learning in preschool education. Journal of Mobile Multimedia, 11(1-2), 119-133. https://journals.riverpublishers.com/index.php/JMM/article/download/4547/3295
Eiksund, O. (2012). Children’s Interaction with Augmented Reality Storybooks‐ A human‐computer interaction study. (Doctoral thesis). University of Bergen, Bergen. https://bora.uib.no/bora-xmlui/handle/1956/5716
Espina-Romero, L. C. (2022). Procesos de Enseñanza-Aprendizaje Virtual durante la COVID-19: Una revisión bibliométrica. Revista De Ciencias Sociales, 28(3), 345-361. https://doi.org/10.31876/rcs.v28i3.38479
Fernández-Batanero, J. M., Román-Graván, P., Montenegro-Rueda, M., López-Meneses, E., Fernández-Cerero, J. (2021). Digital Teaching Competence in Higher Education: A Systematic Review. Education Sciences, 11 (689), 1-10 https://doi.org/10.3390/educsci11110689
Foncubierta Muriel, J. M., & Fonseca Mora, M. D. C. (2018). Comprender el proceso lector en segundas lenguas: cognición y afectividad. Tejuelo. Didáctica de la lengua y la literatura. Education, 28, 11-42 https://doi.org/10.17398/1988-8430.28.11
Fonseca, D., Redondo, E., & Valls, F. (2016). Motivación y mejora académica utilizando realidad aumentada para el estudio de modelos tridimensionales arquitectónicos. Education in the Knowledge Society, 17(1):45–64. https://doi.org/10.14201/eks20161714564
Hautala, J., Heikkila, R., Nieminen, L., Rantanen, V., Juha-Matti, L. & Richardson, U. (2020). Identification of Reading Difficulties by a Digital Game-Based Assessment Technology. Journal of Educational Computing Research, 58 (5), 1003-1028 https://doi.org/10.1177/073563120905309
Hervás-Gómez, C., Herrera-Munzón, C. J., Román-Graván, P. & Díaz-Noguera, M. D. (2021). Experience in incorporating augmented reality in early childhood education In E. López-Meneses, E. Vázquez-Cano, C. Burgos-Videla & C. Bernal-Bravo, C. (Coords.). Educational innovations in pandemic learning contexts: multidisciplinary perspectives (pp. 49-59). Dykinson
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016. The New Media Consortium
Keane, T., Keane, W. F. & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21 (4), 769–781, https://doi.org/10.1007/s10639-014-9353-5
Klopfer, E., & Yoon, S. (2004). Developing games and simulations for today and tomorrow’s tech savvy youth. TechTrends, 49(3), 41-49. https://doi.org/10.1007/BF02763645
Koutromanos, G., & Mavromatidou, E. (2021). Augmented Reality Books: What Student Teachers Believe About Their Use in Teaching. In T. Siatsos, S. Demetriadis, A. Mikropoulos & V. Dagdilelis (ed.) Research on E-Learning and ICT in Education (pp. 75-91). Springer.
Ludwig, C., & Reimann, C. (2005). Augmented reality: Information at focus. Cooperative Computing & Communication Laboratory, 4 (1), 1-12 https://acortar.link/hUR1Ml
Marín Diaz, V., Morales Díaz, M., & Reche Urbano, E. (2020). Aprendizaje con videojuegos con realidad aumentada en educación primaria/ Learning with video games with augmented reality in primary education. Revista De Ciencias Sociales, 26, 94-112. https://doi.org/10.31876/rcs.v26i0.34116
Martínez-Cano, F. J., Ivars-Nicolás, B., & Martínez-Sala, A. M. (2020) Ubicuidad dual: base para la efectividad del VRCinema como herramienta prosocial. Análisis de Hunger in L.A. y After Solitary. Perspectivas de la comunicación 13(1), 155-176. https://doi.org/10.4067/S0718-48672020000100155
Maquilón Sánchez, J. J., Mirete Ruiz, A. B., & Avilés Olmos, M. (2017). La Realidad Aumentada (RA). Recursos y propuestas para la innovación educativa. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(2), 183–204. https://doi.org/10.6018/reifop/20.2.290971
Morell, T. (2018). Multimodal competence and effective interactive lecturing. System, 77, 70-79 https://doi.org/ 10.1016/j.system.2017.12.006
Moreno Martínez, N. M., Leiva Olivencia, J. J. & Matas Terrón, A. (2016). Mobile learning, Gamificación y Realidad Aumentada para la enseñanza-aprendizaje de idiomas. IJERI: International Journal of Educational Research and Innovation, (6), 16–34. https://www.upo.es/revistas/index.php/IJERI/article/view/1709
Orden ECI 3960 (2007), de 19 de diciembre, por la que se establece el currículo y se regula la ordenación de la educación infantil. Boletín Oficial del Estado, 5, de 5 de mayo de 2008, pp. 1-36 https://www.boe.es/buscar/act.php?id=BOE-A-2008-222
Meor Othman, F., Wan Adnan, W.A. & Azma Nasruddin, Z. (2020). Augmented Reality Storytelling Teachers and Preschool Children Experience. In X. S.Yang, R. S. Sherratt, N. Dey, A. Joshi (eds) Proceedings of Fifth International Congress on Information and Communication Technology: ICICT 2020. Advances in Intelligent Systems and Computing, (pp.1-10). Springer https://doi.org/10.1007/978-981-15-5856-6_15
Peña-Acuña, B., Martínez-Sala, A. M., & Morales, A. F. (2020) Flexibilidad en Apps de cuentos de realidad aumentada, Utopía y Praxis latinoamericana, 25(13), 226-245
Peña-Acuña, B. & Martínez-Sala, A.-M. (2022). Cuentos de Realidad Aumentada para el aprendizaje de la lengua. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, (37), 291-306. https://doi.org/10.30827/portalin.vi37.20938
Pérez-Serrano, M. J., Rodríguez-Pallares, M., & González-Alonso, M. Y. (2020). Utilidad de las tutorías académicas en la universidad: Resultados agregados de un estudio multidimensional en diferentes ciencias. Revista de Ciencias de la Comunicación e Información, 251, 57–74. https://doi.org/10.35742/rcci.2020.25(1).57-74
Petrovych, O. B., Vinnichuk, A. P., Krupka, V. P., Zelenenka, I. A., & Voznyak, A. V. (2021). The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings (pp.315-333) https://acortar.link/sL6LHJ
Prendes Espinosa, C. (2015) Realidad aumentada y educación: análisis de experiencias prácticas. Píxel-Bit. Revista de Medios y Educación, 46, 187-203 https://doi.org/10.12795/pixelbit.2015.i46.12
Raphael, P. & Blaizeau, P. (2020). The Immersive Storybook Platform: Jim Henson’s The Storyteller, the Seven Ravens by Felix & Paul Studios. ACM SIGGRAPH Talk, 65, 1-2 https://acortar.link/RMFXLE
Rasalingam, R.R., Balakrishnan Muniandy, B. & Rasalingam R. R. (2014). Exploring the Application of Augmented Reality Technology in Early Childhood Classroom in Malaysia, Journal of Research & Method in Education, 4 (5), pp. 33-40 https://acortar.link/plVKnZ
Sánchez García, J. M. y Toledo-Morales, P. (2017). Educación infantil y Realidad aumentada: primeros pasos. En R. Romero Tena, J.J. Gutiérrez-Castillo & M. Puig Gutiérrez (Coords.) Innovación y Tecnología en Educación infantil (pp. 279-287). Editorial Universidad de Sevilla
Telefónica, F. (2011). Realidad Aumentada: una nueva lente para ver el mundo. Fundación Telefónica
Tomi, A. B., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia computer science, 25, 123-130 https://acortar.link/HST3R7
Vara López, A. (2018). Las narrativas digitales en Educación Infantil: una experiencia de investigación e innovación con booktrailer, cuentos interactivos digitales y Realidad Aumentada. Diablotexto digital, 3, 111-131 https://ojs.uv.es/index.php/diablotexto/article/view/11031/0
Wang, Y. H. (2020). Integrating games, e-books and AR techniques to support project-based science learning. Educational Technology & Society, 23(3), 53-67 https://acortar.link/bWAxRy
Yilmaz R. M. & Goltak Y. (2016). Using augmented reality technology in storytelling activities: examining elementary students’ narrative skill and creativity. Virtual reality, 21, 75-98 https://link.springer.com/article/10.1007/s10055-016-0300-1
Yin, R.K. (2003). Case study research: design and methods. Sage
Yuen, S., Yaoyuneyong, G., Johnson, E. (2011). Augmented Reality: An Overview and Five Directions for AR in Education. Journal of Educational Technology Development and Exchange ,4, 119–140 https://aquila.usm.edu/cgi/viewcontent.cgi?article=1022&context=jetde
