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Augmented Reality Books and the Read...

Rodgers, Christie.

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Augmented Reality Books and the Reading Motivation of Fourth-Grade Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Augmented Reality Books and the Reading Motivation of Fourth-Grade Students./
作者:	Rodgers, Christie.
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582799
ISBN:	9781321221886

Augmented Reality Books and the Reading Motivation of Fourth-Grade Students.
Rodgers, Christie.

Augmented Reality Books and the Reading Motivation of Fourth-Grade Students. - 128 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ed.D.)--Union University, 2014.

This study was set in two West Tennessee elementary schools and attempted to examine whether the augmented reality component of augmented reality books significantly increased the reading motivation of fourth-grade students. Participants in the study were asked to complete the Motivation for Reading Questionnaire, read augmented reality books over the course of 3 weeks, and again take the Motivation for Reading Questionnaire at the end of the study. The data were collected in February and March of 2014. A one-sample t-test and a chi-square test were used to analyze the results. The findings of this study indicated no statistical significance in the reading motivation of fourth-grade students who utilized the augmented reality component in augmented reality books when compared with those who did not. A chi-square test of independence was performed to determine if there were an association between gender and students' motivation to read with fourth-grade students who read augmented reality books with the augmented reality component activated compared to fourth-grade students who read augmented reality books without the augmented reality component activated. Based on the statistics generated from the chi-square test, this result suggests that there was not enough evidence to reject the null hypothesis that reading motivation is independent of gender. Consequently, there does not appear to be an association between gender and the reading motivation of students in a fourth-grade reading class in the identified suburban West Tennessee elementary schools. However, a chi-square test of independence was performed to determine if there were an association between reading level and the reading motivation of fourth-grade students who read augmented reality books with the augmented reality component activated compared to fourth-grade students who read augmented reality books without the augmented reality component activated. Based on the statistics generated from the chi-square test, this finding indicated that there was enough evidence to reject the null hypothesis that the reading motivation is independent of reading levels. In other words, there is an association between reading level and the reading motivation of students.

ISBN: 9781321221886Subjects--Topical Terms:

517670
Educational technology.

Augmented Reality Books and the Reading Motivation of Fourth-Grade Students.
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