Improving Reading Ability Using Augmented Reality

This study investigates the integration of learning theories with personalized technologies, focusing on the use of Augmented Reality (AR) in reading instruction. Its primary aim is to conduct a systematic literature review of research employing AR to support readers with the complexities of the reading process. The review focuses on literacy development in children from kindergarten through age twelve, encompassing both typically developing readers and those with reading difficulties. It is suggested that AR can contribute to inclusive education by offering adaptable and engaging learning experiences that meet diverse learner needs. Guided by clearly defined inclusion and exclusion criteria, the study analyzes key elements of research design, the types of AR technologies utilized, and the educational outcomes reported. Furthermore, it critically examines the limitations of the current body of evidence in this field.