Design of Augmented Reality Elements for a Primary School Reading Module
Main Article Content
Abstract
Reading skills serve as a foundational pillar in early primary education, particularly in fostering literacy and holistic cognitive development. However, conventional pedagogical methods often fail to capture pupils’ attention and sustain their engagement in reading activities. Addressing this challenge, the present study aims to develop a reading module enhanced with Augmented Reality (AR) elements to improve the effectiveness and engagement of pupils in the learning process. The module was developed using the Design, Develop, and Research (DDR) model, which comprises three main phases: needs analysis, design and development, and evaluation. This article focuses specifically on the design phase. A total of 21 experts participated in the study, and data were collected using a checklist instrument and analysed using the Fuzzy Delphi Method (FDM) to obtain expert consensus across diverse backgrounds in education and AR technology. The module and AR elements were developed using Buildbox Classic, Makar App, and Adobe Illustrator. The AR features included interactive 3D visualisations of vowels, consonants and syllables, voiced animations, and a user-friendly interface that supports self-directed learning. Preliminary findings indicated that the AR elements enhanced pupils’ interest, improved their focus, and facilitated the acquisition of foundational reading skills. The study concludes that AR technology holds substantial potential as an innovative tool for early literacy instruction, although its implementation requires sufficient infrastructure and proper user training. Beyond its local implementation, this study contributes to the broader international discussion on technology-enhanced literacy instruction by demonstrating how pedagogically grounded AR design can support early reading engagement and multimodal learning in primary education.
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