=Paper=
{{Paper
|id=Vol-2555/paper16
|storemode=property
|title=Application of Augmented Reality for the Development of Skills in the Communication
Area
|pdfUrl=https://ceur-ws.org/Vol-2555/paper16.pdf
|volume=Vol-2555
|authors=Keyda De la Gala,Elizabeth Huallpa Nuñonca,Julio Augusto Vera Sancho,Betsy Cisneros Chavez,Wilber Valdez Aguilar
|dblpUrl=https://dblp.org/rec/conf/cisetc/GalaNSCV19
}}
==Application of Augmented Reality for the Development of Skills in the Communication
Area==
https://ceur-ws.org/Vol-2555/paper16.pdf
Application of Augmented Reality for the
Development of Skills in the Communication
Area
Keyda De la Gala1[0000−0001−9669−071X] , Elizabeth Huallpa
2[0000−0002−3826−9828]
Nuñonca , Julio Vera-Sancho3[0000−0001−5526−5223] , Betsy
Cisneros-Chavez4[0000−0002−4675−3513] , and Wilber
Valdez-Aguilar5[0000−0002−3527−6766]
Universidad Nacional de San Agustı́n de Arequipa
{kdelagala,ehuallpan,jveras,bcisnerosc,wvaldez}@unsa.edu.pe
Abstract. The role of technologies in education is fundamental and is
in continuous use today by educational systems as a recreational and
educational tool, to improve the management of student learning. Like-
wise, the integration of Augmented Reality is valued, as an emerging
technology with strong application possibilities in the educational field
to improve reading comprehension. Therefore, different 3D models are
used as an educational resource and are visualized through the Unity and
Vuforia software; In the investigation it was achieved that of 27 students
at the literal level 59.26% were improved, at the inferential level 44.44%
achieved this level and at the critical level 40.74% obtained better re-
sults. Therefore, interactive reading is proposed as a strategy to improve
skills in the area of communication.
Keywords: Augmented Reality · Reading Comprehension · Oral Ex-
pression · M-Learning
1 Introduction
New technologies are a fundamental axis in society with an increasing influence
in all contexts, which is why the demand for educational innovation captures the
attention of the student. In the present work it was decided to use augmented
reality to support reading comprehension and oral expression in students of the
V cycle of primary education through interactive readings.
In this sense, augmented reality (RA) applications will be a great ally by
allowing the incorporation of 3D elements. The main feature of this application
is based on multiple representative objects of the readings, motivating them in
this way in their learning, in addition to covering the National Curriculum of
Regular Basic Education of the communication area strengthening the skills:
Read various types of text in your mother language, communicates orally in
your mother language, enhancing your learning through the use of augmented
reality. In 2018, Minedu conducted an evaluation in reading where 34.8 % is at
Copyright c 2019 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
2 Keyda, Elizabeth, Julio, Betsy and Wilber
the beginning level, 30.9 % is in process and 34.8 % reached the satisfactory
level in elementary students , observing an improvement in the evaluations of
the ECE tests, that is why it is essential to continue reinforcing their learning
through strategies using augmented reality [7]. The use of this tool will optimize
the development of their skills in the students of the V cycle of Regular Basic
Education. In the first section the preamble of the subject is given, in the second
related works, third theoretical foundations, fourth the RA as a didactic resource,
in the sixth the research proposal, we finally culminate with the results of the
project.
2 Related works
In 2019 Burson, Hamiyet; Yilmaz, Rabia Meryem Effect of augmented reality
applications on reading comprehension and permanence of high school students’
learning The purpose of this research was to analyze the effect of augmented
reality applications on reading comprehension by examining student attitudes
towards students Fifth grade, the method used was mixed, with a sample of 89
5th grade students (43 girls, 46 boys), the experimental group participated in
reading activities using AR applications, while the control group used traditional
methods, observing that the students of the experimental group improved their
level of reading comprehension, experiencing satisfaction for their participation
in interactive reading activities based on AR, these qualitative results indicate
that AR applications can be used effectively as educational aids. [2].
In the 2017 Kun-Hung Cheng Reading an augmented reality book: An ex-
ploration of learners’ cognitive load, motivation, and attitudes in this research
work, it has been increasingly applied in education recently, the research of Stu-
dent learning experiences with RA could be useful for educators to implement
AR learning. With quantitative surveys using three questionnaires, this study
explored the relationships between perceived cognitive load, motivation and at-
titudes of perceived control, perceived utility, and learning behavior of RA of 153
students, when they participated in an AR reading activity . The results indi-
cated that, in general, students perceived less cognitive load, greater motivation
and more positive attitudes towards the experiences of reading an AR book and
that after reading the AR book, the students were willing to learn with the help
of AR technology in the future, however, were relatively less willing to seek more
information on the subject of the AR book [3].
3 Theoretical fundaments
3.1 Reading comprehension
Reading comprehension is the ability of an individual to capture as objectively as
possible what an author has wanted to convey through a written text. Reading
skill is the ability of a human being to use his reading comprehension produc-
tively in the society around him[6]. In this way, reading comprehension is the
Augmented reality for the development of skills in the Communication area 3
abstract fact dependent on the individual training of each person and the read-
ing skill the concrete materialization carried out depending on the individual’s
relationship with society [10], [13].
3.2 Communication Area Skills
Read various types of texts written in your mother language This skill
is defined as a dynamic interaction between the reader, the text and the socio-
cultural contexts that frame the reading. This competence involves the combi-
nation of capabilities as it obtains information from the written text, inferring
and reflecting on the content [7].
4 Augmented reality
In recent years, one of the so-called emerging technologies is Augmented Reality
(AR), which is presented as a digital resource in teaching and learning, its link
implies an improvement in the imprint of the education system [4].
Augmented Reality may not be the ideal solution for all the needs of educa-
tional applications, but it is an option to consider [4] The use of RA is becoming
increasingly extensive, this technology offers to improve the cognitive processes
applied to teaching [1]
4.1 Augmented reality development tools
Unity 3D UNITY is a development engine for the creation of interactive 3D
games and content offering countless functionalities to facilitate the development
of video games, using Smartphones, web browsers, Xbox 360, Wii U and PS3,
among others, where you can develop games that range from MMOG, up to role
plays. [5].
4.2 Augmented Reality in Education
The use of RA in different disciplines is becoming increasingly extensive, not only
because of its potential but also to improve the cognitive processes applied to
teaching.[12]. This technology present in educational applications can be related
as a motivational tool for students, which helps to improve attention and with
it learning.[8].
The ability to insert virtual objects in a real environment has made the
RA a very advantageous tool to present certain contents under the premises of
entertainment and education. [14],[11] .
4 Keyda, Elizabeth, Julio, Betsy and Wilber
5 Proposal
The research is based on an explanatory Pre-experimental study of quantitative
character, with the aim of improving the levels of reading comprehension in the
students of the V cycle making use of augmented reality, the scientific method
will be used to measure the levels of understanding reader, as well as the induc-
tive method, deductive method, analytical method and synthetic method. The
stages of the study are shown in the figure 1
Fig. 1: Activities of the proposal
5.1 Skills Selection
For the requirements requested by the Ministry of Education, we rely on the
National Curriculum, for the investigation two skills of the communication area
will be selected to begin with the development of the proposal:
– Read various types of text in your mother language.
– It communicates orally in your mother language.
5.2 Preference Survey
Instruments such as preference surveys are developed to know what kind of
literary genre students are inclined to be fantasy, science fiction, adventure,
Augmented reality for the development of skills in the Communication area 5
essays, stories or fables, also suggestions of literary works to encourage them in
readings such as the Odyssey. Moby Dick, the Little Prince and my Orange Plant
Lima. The purpose is that through your preferences we choose the appropriate
reading, being this ”The Little Prince”.
5.3 Preliminary evaluation
For the preliminary or diagnostic evaluation, a test is prepared where the levels
of reading comprehension are measured, the literal level with three elements that
have as indicators to recognize successions of facts, the inferential level with three
elements measured by the indicators to deduce the Cause-effect relations of the
text and the critical level with two elements, its indicators were to interpret and
communicate the purpose of the text. The preliminary evaluation seeks to detect
the level of understanding, difficulties and achievements in this process for each
student.
5.4 Learning Sessions
Obtained the results of the preliminary evaluation, we dose in each learning
session the pedagogical processes in the area of communication, for the V Regular
Basic Education cycle, selecting from the National Curriculum Design, the skills,
abilities and performances, to reinforce with the students reading comprehension
levels, their accompaniment before, during and after with the reading ”The Little
Prince”, and the respective 3D models. 10 learning sessions were developed,
5.5 Design and development
For the design of the app ”Virtualecto” a sketch was made to understand the
system, making use of the Mockup program, greater precision was achieved for
the operation of the application, adding that it must go as an image, the order
of adventures, the displacement of icons, the position of the gallery, the location
Each adventure book shows a recreation of the stage by reading chapters of the
camera to show the 3D model through QR code. 2a, Each adventure book shows
a recreation of the stage by reading chapters.
The selection of designs, elaboration of characters in UNITY in 3D for use
with augmented reality are designed so that the student engages his reading
comprehension and improves his oral expression, then one of the characters of
the reading in the figure 2b
For Vigotsky, strengthening the previous knowledge that is acquired thanks
to the experiences that arise in daily living, refers to the social level, constituted
by social interactions [9].
5.6 Evidences
With the product of each learning session, each student’s photo gallery will be
provided, as shown in the figure 3a,preparing with them an album, which will
6 Keyda, Elizabeth, Julio, Betsy and Wilber
(a) Development in Unity for the visualiza- (b) View of development in Unity of Fox
tion of adventures of the Little Prince model
Fig. 2: Caption for this figure with two images
be used as a material to strengthen the skill of oral expression in the classroom,
we have as an example the figure 3b
(a) Interaction with 3D model (b) Activities of the proposal
Fig. 3: Images of evidences of each learning session
6 Results
For the validation of the research proposal, students belonging to the “ German
Private Educational Institution, Christus Rex ” were used as a sample, with a
total of 27 students, of which 15 are men, 12 women of the V cycle.
The instrument that was applied was an entrance test (Pretest) and a final
test (Postest).
Augmented reality for the development of skills in the Communication area 7
In the table 1 the following result is obtained 0.762 then following the es-
tablished criteria it can be seen that the level of reliability of the instrument is
high.
Table 1: Crombach Reliability Statistics
Reliability statistics
Cronbach’s alpha N of elements
0.762 8
In the table 2 and Fig. 4a of 27 students of the V cycle representing 100%
of the sample, the frequency distribution of the comprehension levels in the
experimental group of the Pre-test is observed, it is perceived that 59.26 % did
not reach the literal level, only 40.74 % obtain this level, inferring that students
seek their answers in a textual manner, therefore they had difficulty in reaching
the inferential and critical levels.
Table 2: Pre test Applied to students of the V cycle of the I.E. Americano
Germano Christus Rex
Pre test Post test
f % f %
Critical level 0 0.0 27 100.0
Inferential level 0 0.0 27 100.0
Literal level 11 40.74 16 59.26
In the table 3 and figure 4b of 27 students of the V cycle representing 100%
of the sample, the frequency distribution of the levels of comprehension is ob-
served in the experimental group of the Pos test perceiving that in the pre-test
at the literal level they obtain 40.74 %, after the use of the application the stu-
dents successfully obtain the literal level, improving the deduction capabilities
by 44.44 %, and reaching the critical level at 40.74 % improving your critical
and evaluative thinking.
8 Keyda, Elizabeth, Julio, Betsy and Wilber
(a) Pre test analysis Applied to students (b) Post test analysis Applied to students
Fig. 4: analysis Applied to students of the V cycle of the I.E. Americano Germano
Christus Rex
Table 3: Post test Applied to students of the V cycle of the I.E. Americano
Germano Christus Rex
Pre test Post test
f % f %
Critical level 0 0.0 11 40.74
Inferential level 0 0.0 12 44.44
Literal level 11 40.74 27 100.0
In the table 4 and figure 5a the frequency distribution of the reading compre-
hension levels is observed by comparing the experimental group in the Pre test
and Post test, in the students of the V cycle they obtain to reach the satisfactory
literal level, of 100 % of the population 55.56 % are in the process of acquiring
the inferential level unlike 44.44 % that reached this level, 59.26 % in the process
of acquiring the critical level unlike the 40.74 % that obtain the level.
Table 4: Pre test and Post test applied to students of the V cycle of the I.E.
Americano Germano Christus Rex
Pre test Post test
f % f %
Critical level 11 40.74 16 59.26
Inferential level 12 44.44 15 55.56
Literal level 27 40.74 0 0.0
Augmented reality for the development of skills in the Communication area 9
(a) Post test and Pre test analysis Applied (b) Ogive indicator of the results applied to
to students students
Fig. 5: Analysis with indicator applied to students of the V cycle of the I.E.
Americano Germano Christus Rex
The results of the comparison between the data before and after the test are
shown in the figure 5b. it was difficult for 40.79 % to find explicit answers, how-
ever, in the subsequent test it successfully improved to 100 %, optimally reaching
the literal level; 25.93 % find it difficult to find deductions within a text when see-
ing this in the previous test, in the subsequent test 44.44 % reached considerable
deductions and inferences within a text, however problems are identified at the
critical level in the pretest , improving in the posttest with 40.74 % improving
when making judgments and arguing their answers.
A partir de los resultados obtenidos, podemos deducir que el uso de la real-
idad aumentada mejoró los niveles de comprensión lectora, considerando como
uso de estrategia didáctica para estudiantes en su proceso lector.
7 Conclusions
This research shows us that the application of augmented reality, as a tool,
improves the skills in the area of communication, reading comprehension and
oral expression, for obtaining an advance in the development of student learning
in the V cycle of Regular Education basic
In the quoted paper [2], he explores learning, cognitive load and skills from
a qualitative part using an augmented reality book according to the identified
variables, instead in our proposal he seeks to motivate reading and improve the
understanding of communication skills in students Primary level.
In the paper cited [3] improves reading comprehension with augmented reality
in their abilities in general, obtaining an improvement of 14.62% in the area of
communication, however their pretest results showed us that they already had
advanced levels of reading comprehension, instead in Our research students begin
with very low reading comprehension levels and progressively improve each level,
also obtaining a book made by students showing the interaction with their 3D
models.
10 Keyda, Elizabeth, Julio, Betsy and Wilber
8 Agradecimientos
Special thanks to the Universidad Nacional de San Agustı́n de Arequipa, UNSA
that through the Grant contract IAI-005-2018-UNSA of the project “Animación
a la lectura con M-Learning, creando situaciones reales y virtuales”, is that it was
possible to carry out the investigation of the proposal proposed in this article.
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