Degree Type

Dissertation

Date of Award

2017

Degree Name

Doctor of Philosophy

Department

Education

Major

Human Computer Interaction

First Advisor

Larysa Nadolny

Abstract

Technology has shown promise to aid struggling readers in higher education, particularly through new and emerging technologies. Augmented reality (AR) has been used successfully in the classroom to motivate and engage struggling learners, yet little research exists on how augmented print might help struggling readers. This study explores this gap, specifically art/design students in higher education and their perceived motivation to read, as well as their engagement with, and comprehension of an augmented design theory text. This study employed an exploratory, mixed methods design. Analysis of the findings indicates most students, including self-identified struggling and typical readers, would use AR support for other text if provided. Results highlight the potential for using AR on text to provide reading support and the need for additional research on its implementation and impact.

Copyright Owner

Laura Anne Huisinga

Language

en

File Format

application/pdf

File Size

144 pages

Share

COinS