Augmented Reality-Assisted Multiliteracy Learning and Reading Comprehension among Students

Monica Syafitri; Nurita Bayu Kusmayusi; Edi Puryanto

doi:10.58797/cser.040203

Authors

Monica Syafitri Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Jakarta, Jakarta 13220, Indonesia
Nurita Bayu Kusmayusi Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Jakarta, Jakarta 13220, Indonesia
Edi Puryanto Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Jakarta, Jakarta 13220, Indonesia

DOI:

https://doi.org/10.58797/cser.040203

Keywords:

multiliteracy, augmented reality, reading comprehension, multimodal reading

Abstract

Reading lessons now include more than printed words. Students often need to connect text with visual and digital information. We examined reading comprehension in a Grade 7th class that used a multiliteracy model supported by augmented reality (AR). We used a quasi-experimental nonequivalent control group pretest-posttest design. Sixty students from one of public school in Jakarta took part. Thirty students learned with the AR-assisted multiliteracy model, and 30 students received regular text-based instruction. We used a reading comprehension test and analyzed the scores with descriptive statistics, paired-samples t-tests, direct group comparisons, and Hedges’ g. Both groups improved from pretest to posttest (p < .001). The control group gained 11.97 points, while the experimental group gained 17.20 points. The experimental group also had a higher posttest mean, t(58) = 4.10, p < .001. The standardized posttest difference was large (Hedges’ g = 1.04). The results show that AR can support reading when teachers use it as part of a clear multiliteracy lesson. AR supported meaning making by presenting visual and contextual information alongside the text. It complemented reading activities without replacing them.

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