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<p>Multimedia reading media has become a vital tool in children's education. This study investigates the influence of augmented reality (AR) picture books and electronic picture books on children's popular science reading. Sixty-two children aged 5–6 were randomly assigned to either an AR or an electronic groups. Over 2&#xa0;weeks, both groups completed four rounds of popular science picture books reading over 2&#xa0;weeks, with consistent content in each round. Tests were conducted after the first and fourth rounds, while the middle two rounds involved reading only. The results revealed a divergence in performance between the two groups. The electronic group demonstrated stronger outcomes in learning target popular science vocabulary, explicit reading comprehension, and physical engagement, In contrast, the AR group exhibited more pronounced strengths in implicit reading comprehension, intrinsic reading motivation, verbal engagement and emotional engagement. Additionally, physical and verbal engagement played mediating roles in the process through which multimedia reading media influenced popular science reading comprehension. The divergence in outcomes can be explained by established pedagogical theories. For the electronic group, their stronger performance in vocabulary and explicit comprehension aligns with cognitive load theory. The linear presentation and immediate feedback of electronic books likely reduced extraneous cognitive load, allowing young learners to allocate more cognitive resources to foundational knowledge acquisition. In contrast, the AR group’s advantages in implicit comprehension and intrinsic motivation are well-supported by self-determination theory and principles of multimedia learning. By providing immersive, three-dimensional visualizations and interactive scenarios, AR books fulfilled children’s psychological needs for autonomy and competence, thus boosting intrinsic motivation. This enriched, embodied interaction also fostered a deeper, more integrated implicit understanding of the popular science concepts. This study, therefore, provides empirical evidence for selecting developmentally appropriate media and offers important implications for fostering children's academic language development.</p>

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Comparing the impact of augmented reality and electronic popular science picture books on vocabulary and reading in preschool children

  • 期刊论文

  • 发表日期：

    2026年6月15日

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  • Xiao Zhang,
  • Juan Wang,
  • Jinxia Wang,
  • Xinmiao Zhuang

摘要

Multimedia reading media has become a vital tool in children's education. This study investigates the influence of augmented reality (AR) picture books and electronic picture books on children's popular science reading. Sixty-two children aged 5–6 were randomly assigned to either an AR or an electronic groups. Over 2 weeks, both groups completed four rounds of popular science picture books reading over 2 weeks, with consistent content in each round. Tests were conducted after the first and fourth rounds, while the middle two rounds involved reading only. The results revealed a divergence in performance between the two groups. The electronic group demonstrated stronger outcomes in learning target popular science vocabulary, explicit reading comprehension, and physical engagement, In contrast, the AR group exhibited more pronounced strengths in implicit reading comprehension, intrinsic reading motivation, verbal engagement and emotional engagement. Additionally, physical and verbal engagement played mediating roles in the process through which multimedia reading media influenced popular science reading comprehension. The divergence in outcomes can be explained by established pedagogical theories. For the electronic group, their stronger performance in vocabulary and explicit comprehension aligns with cognitive load theory. The linear presentation and immediate feedback of electronic books likely reduced extraneous cognitive load, allowing young learners to allocate more cognitive resources to foundational knowledge acquisition. In contrast, the AR group’s advantages in implicit comprehension and intrinsic motivation are well-supported by self-determination theory and principles of multimedia learning. By providing immersive, three-dimensional visualizations and interactive scenarios, AR books fulfilled children’s psychological needs for autonomy and competence, thus boosting intrinsic motivation. This enriched, embodied interaction also fostered a deeper, more integrated implicit understanding of the popular science concepts. This study, therefore, provides empirical evidence for selecting developmentally appropriate media and offers important implications for fostering children's academic language development.