| Summary: | 博士 === 國立臺灣科技大學 === 應用科技研究所 === 101 === Augmented reality (AR) application has been gradually developed and probably has significant influences on education in the future. Currently, the development of AR with handheld devices is also noteworthy. To contribute to the field of AR-related research, the present study was aimed to explore children’s learning process (behavioral patterns) and outcomes (cognitive attainment) when reading a mobile AR picture book along with their parents. A total of 33 child-parent pairs voluntarily participated in this study. The results show that, from a macroscopic perspective, the relationships between the reading behaviors of the child-parent pairs and the children’s cognitive attainment were found. Specifically, whereas the reading behaviors of the groups of “parent as dominator” (n=7) and “incommunicative child-parent pair” (n=14) are likely associated with the presentation of “surface cognitive attainment” of the children, the children in the groups of “children as dominator” (n=9) and “communicative child-parent pair” (n=3) tended to exhibit “deep cognitive attainment” after the learning activity. Furthermore, the results of sequential analyses for microscopically elucidating child-parent behavioral patterns are a basis to propose a framework of child-parent shared reading with a mobile AR picture book. This study concludes that, in the learning activity, children as the dominator and the parents as the mediator to provide guidance and communicate with their children through the employment of the dialogic reading strategy are suggested. Limitations in this study and suggestions for future work are also indicated.
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