Effects of Augmented-Reality-Supported Expository Reading on Chinese L2 Fourth-Graders: A Quasi-Experimental Study of Comprehension, Motivation, and Experience

Expository texts are vital to acquiring knowledge; however, they are challenging for L2 learners for their dense information and abstract concepts. Although augmented reality (AR) has shown promise in supporting L2 reading, little is known about its effectiveness for expository text reading among young L2 learners. This quasi-experimental study explored the effects of AR on elementary Chinese-as-a-second-language (CSL) learners’ expository reading comprehension, motivation and experience. Ninety fourth-grade CSL students from two intact classes were assigned to an AR group ( n = 46) or an image group ( n = 44) for a 5-day intervention. Both groups read identical printed expository texts. The AR group could trigger 3-D models and interactive animations, whereas the control group viewed only static images. ANCOVA controlling for reading comprehension pretest scores revealed that the AR group outperformed the control group on both the posttest ( F = 4.606, p = .036, η 2 = .05) and the delayed test ( F = 4.359, p = .040, η 2 = .055). Mann-Whitney U tests indicated that greater gains for initially low-proficiency readers ( U = 140.50, Z = 2.649, p = .008). Additionally, the AR group reported greater reading motivation ( U = 1,275.50, Z = 2.128, p = .033) and more positive reading experience ( U = 1,615.50, Z = 4.886, p < .001). The interview data further supported these findings. Theoretically, these findings extend multimedia learning theory by demonstrating that AR’s visual cues and interactivity can scaffold CSL learners’ comprehension in expository reading by compensating for limited background knowledge, thereby promoting deeper text processing, stronger reading motivation, and more engaging experiences. Practical implications for CSL curriculum design and future research on AR-mediated literacy support are discussed.