A Study Regarding Reader Interest in Augmented Text Reading Classes

Purpose: This study examined prior research on “reading interest” and explored the characteristics of readers' reading interest as revealed in “Augmented Text Reading” classes. Given that reading interest enhances spontaneity and motivates reading, this study explored how the media characteristics of texts are associated with reading interest, motivating readers, and what implications this has for the reading experience. Methods: To this end, this study theoretically examined the concept and characteristics of “reading interest,” a domain of affective engagement in reading education. Furthermore, we examined the relationship between situational interest and contextual interest in Korean language classes that utilize augmented text reading experiences. Results: As students continuously experience contextual interest through augmented text reading classes, it can develop into personal interest in the long term, and it can serve as an opportunity to accumulate successful reading experiences and enhance reading efficacy. However, instructors should keep in mind when designing classes that excessively rely on visual and auditory elements, that they can weaken students' ability to read and comprehend the text itself. Conclusion: This study analyzed readers' interests through a literature review and designed a reading class utilizing augmented text. Through this, a new way to expand reading instruction, tailored to students' experiences in a changing media environment, is proposed.