Augmented reality (AR) : a school library app to engage high school reluctant readers to read for pleasure
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If a student does not read for pleasure, studies have shown it could be detrimental to a student's academic success. Augmented Reality (AR) has shown positive results in schools, classrooms and public libraries, but could be beneficial as a school library tool to help reluctant readers select books to read for pleasure. In this qualitative case study, seven high school reluctant readers were given the opportunity with augmented reality apps to explore books that could help them read for pleasure. Over a school's quarter semester (9 weeks), seven high school reluctant readers used Aurasma and LayAR to watch book trailers or click links for 55 books of different genres, to guide them in finding a book to read for pleasure. The seven high school reluctant readers were studied through nine interviews and three observations periods to understand the relevance of the AR apps recommendations and their engagement of the AR apps and the reading materials chosen after usage of the AR apps. The seven high school reluctant readers were given reading recommendations by teachers, the school librarian or other recommenders, but reported they could not independently pick books they enjoyed. Each high school reluctant reader was independently studied and cross-analyzed to find themes that helped or hampered their reading for pleasure. Sustained silent reading, class libraries and academic issues played into this study, as major factors for success or failures. Augmented Reality cannot replace human influence, factors or recommenders, but could be a beneficial tool for reluctant readers to read for pleasure.