Comparing the effects of AR picture books and print picture books on preschoolers’ reading effect

Augmented reality (AR) technology can enrich preschoolers' picture book reading experiences. This study examined differences in reading quality and comprehension between children using AR and traditional paper picture books. Ninety 5- to 6-year-old children from City S, with no prior AR exposure, were randomly assigned to an AR group or a paper book group. Data were collected to assess reading ability and comprehension. Results showed that AR picture books significantly improved reading ability and enhanced story retelling. While both groups showed similar performance on explicit comprehension and logical plot inference, the AR group demonstrated significant advantages in responding to implicit questions requiring deeper insight. Specifically, children using AR books better understood character emotions, cause-and-effect relationships, and the main idea. These findings highlight the potential of AR to support early reading development by fostering higher-level comprehension skills in preschool-aged children.