=Paper=
{{Paper
|id=Vol-3693/paper2
|storemode=property
|title=Use of Augmented Reality to Articulate Grapheme and Phoneme in the Literacy Process
|pdfUrl=https://ceur-ws.org/Vol-3693/paper2.pdf
|volume=Vol-3693
|authors=Elizabeth Huallpa-Nuñonca,Estefany Chavez-Helaconde,Julio Vera-Sancho,Betsy Cisneros-Chavez
|dblpUrl=https://dblp.org/rec/conf/jinis/NunoncaCSC23
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==Use of Augmented Reality to Articulate Grapheme and Phoneme in the Literacy Process==
https://ceur-ws.org/Vol-3693/paper2.pdf
Use of Augmented Reality to Articulate Grapheme and
Phoneme in the Literacy Process
Elizabeth Huallpa-Nuñonca1, Estefany Chavez-Helaconde1, Julio Vera-Sancho1 and Betsy
Cisneros-Chavez1
1 National University of San Agustin, Santa Catalina 117, Arequipa, Peru
Abstract
In the first years of schooling there are difficulties in reading and writing, these problems lead to poor
academic performance and school dropout. The objective of this research is that children strengthen
their learning in a more attractive, playful and innovative way, developing in the different evaluations
applied by the Ministry of Education. Our work proposal is to make use of the LEAR application with
Augmented Reality (AR) through interactive activities using 3D objects being this tool used to a greater
extent in these years. The research is of pre-experimental cut, for data collection a preliminary
evaluation was applied to 120 students, the results obtained were analyzed with the t student statistic
that shows that there is a difference between the evaluations taken in the pre-test and post-test, where
the 60% that were in low reading level was reduced to 8.3% and the 54.2% in writing that were in
difficulty was reduced to 6.7%, revealing that the post-test is more evolutionary by the difference in
averages. Demonstrating that the use of reality increases improves the levels of literacy in a positive and
significant way in first grade students.
Keywords
Augmented Reality, Reading, writing, M-Learning 1
1. Introduction
In the first years of schooling, the most frequent learning problems that Peru is causing in
education is the difficulty in the processes of acquisition of reading and writing in the first years
of schooling of students between 6 and 7 years of age, therefore, it is essential to intervene in time
as this will affect their academic performance and lead to school failure. In the educational field,
the development and learning of reading and writing represents an essential tool to achieve an
adequate social integration and access to the world of technology [1]. Therefore, reading and
writing is a complex activity for the progress of infants being necessary to reach new knowledge,
since through these they will build meanings [2], that is why in schools they play an essential role
for the continuous development of reading skills such as the progress of writing, which has its
origin in the first years of life of an individual and the good reader is improving his skills [3], to
develop these skills we need to transform our educational reality, knowing that the teacher is one
of the key actors in the process of training and development of communicative skills, performing
an accompaniment and monitoring of their learning [4]. According to the report of the Ministry
of Education of 2019 through the Censal Evaluation of Students (ECE) in both public and private
institutions of Peru, show that in the process level there are 58.6 %, however in the satisfactory
level we see that they have reached only 37.6 %, therefore it is necessary to give priority to those
who are in the process level since they present difficulties that must be solved in the first years
of schooling.
JINIS 2023: XXX International Conference on Systems Engineering, October 03–05, 2023, Arequipa, Peru
*Corresponding Autor
ehuallpan@unsa.edu.pe (E. Huallpa-Nuñonca); echavezhe@unsa.edu.pe (E. Chavez-Helaconde);
jveras@unsa.edu.pe (J. Vera-Sancho); bcisnerosc@unsa.edu.pe (B. Cisneros-Chavez)
0000-0002-3826-9828 (E. Huallpa-Nuñonca); 0000-0002-8466-9187 (E. Chavez-Helaconde); 0000-0001-5526-
5223 (J. Vera-Sancho); 0000-0002-4675-3513 (B. Cisneros-Chavez)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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Our proposal wishes to strengthen and develop reading and writing in first grade students
with the use of Augmented Reality as an educational resource with the LEAR application, with the
objective of educating the child to be competent in life by integrating new pedagogical strategies
with the use of technologies that integrate new functionalities generating skills through a
constructive practice by applying interactive and sound activities to strengthen Phonological
Awareness since research has identified this as one of the main causes of reading difficulties, since
students with good Phonological awareness are in an excellent position to become good readers
[5]. Empowering learning for the benefit of the child and improving their school performance.
2. State of the Art
The AHA (ADHD-Augmented) project focused on helping underachieving children throughout
their school life with digital technology intervention in children’s literacy skills by enhancing an
existing literacy program with AR functionality. This pilot study involved 117 Irish children and
this research has demonstrated that augmented reality (AR) can improve academic outcomes and
improve reading and spelling skills by stimulating students’ attention. The AHA project aimed to
implement an evidence based intervention to improve the reading and spelling skills of children
with ADHD. This literacy program in its preliminary reports of the pilot study and its effectiveness
of the AHA system in promoting literacy skill acquisition with ADHD children compared to the
usual literacy program. The design and intervention methodology of the AHA project is also
described where preliminary results have shown that the AHA project has succeeded in providing
an AR solution within an existing online literacy program, which integrates a set of specific
technologies and supports interactive educational content, services, assessment and feedback.
Means and standard deviations, medians and ranges calculated by group (WWL vs. WWL-AR)
were calculated for the total scores on the questionnaires completed by the children. In relation
to the aim of the study, a series of Mann-Whitney U tests were used to assess differences between
the WWL and WWL-AR conditions, in students’ performances on the selected questionnaires as
outcome measures. More specifically, 10 Mann-Whitney U tests were performed to compare the
mean performance of the children in the group. RStudio version 1.1.463 was used for statistical
analyses. With a significant p < 0.05.With these preliminary results have shown that the AHA
project succeeded in providing a solution with AR within an existing online literacy program.[6].
This study investigated how Augmented Reality (AR) impacted EFL students’ reading
comprehension and attitudes toward using AR. Paired independent samples t-test was used to
investigate the experimental group’s reading comprehension and possible differences between
the groups’ reading comprehension after using AR. Quantitative findings indicated that the
experimental group showed a significantly higher level of reading comprehension than the
control group. Thematic analysis of the semi-structured interviews revealed that the students
enjoyed using augmented reality and no longer preferred it to traditional methods of reading
comprehension thus, a statistically significant difference was found between the two groups in
the reading comprehension post-tests (p = 0.001); regarding the first and second research
question on the impact of using AR on EFL reading comprehension, the findings showed that the
use of AR and the implementation of the Reader Buddy project in the reading course of the EG
participants improve their reading skills compared to the traditional teaching method. In
addition, post-tests of reading comprehension revealed a statistically significant difference
between the two groups.[7].
Over the years AR (Augmented Reality) technology has been incorporated in different areas
being this three dimensional technology besides working with reading activities as in the
presentation of characters, images and videos at an appropriate level to attract students’
attention, helped to develop reading motivation. It was seen that reading activities based on
augmented reality were effective in increasing students’ motivation to read. The aim of this study
was to examine the effect of augmented reality-based reading activities on reading
comprehension, reading motivation, attitude toward reading, and class participation of fourth
grade elementary school students. The research was conducted with 54 fourth grade students
attending two different classes in a public school, the study conducted was quantitative, in which
a sequential explanatory mixed design was used, with a quasi-experimental design having a
control group with pretest and posttest. The students stated that they could use augmented
reality with ease, and that it presented real, three-dimensional, entertaining and participatory
features. Furthermore, students reported that, in addition to reading comprehension and reading
attitude, it had an effect on their thinking skills, academic development, and communication skills.
The results of the dependent samples t-test related to the reading comprehension levels of
students subjected to augmented reality-based reading activities are shown the mean obtained
by students in the reading comprehension test was ( f= 12.57), and the standard deviation was
(𝑠𝑖𝑔𝑚𝑎 = 4.45). After implementation, the mean score obtained by students on the reading
comprehension test was ( f= 18.61), and the standard deviation was (𝑠𝑖𝑔𝑚𝑎 = 2.29).According to
the results of the dependent samples t-test that was conducted, the augmented reality-based
reading activities applied to students significantly increased their mean scores on the reading
comprehension test ( = 6.03).[8].
3. Theoretical framework
3.1. M-learning
M-learning is the process of learning supported by a technological medium, it can refer to a
distance education, this is interpreted as learning through mobile devices, such as tablets or
smartphones using digital tools or applications as a support for teaching and learning[9].
According to another definition, m-learning means a teaching and learning process in which
students use mobile devices for the development of activities, allowing computerized data
management and wireless connectivity for interaction [10]. According to the learning pillars,
three important factors were considered to be taken into account when dealing with learning
methods and taking into account, these three pillars can provide the desired level of learning.
These three pillars are: learner style, mobile, mobile device or applications [11]. One of the
enormous advantages of m-Learning is that it makes it possible for learning to take place outside
the classroom, making it possible to be in different places. This benefits and helps to maintain
constant processes, which greatly enriches the learning experience.
3.2. Augmented reality
Augmented Reality can be defined as a technology that allows combining virtual objects in real
spaces in real time through technological devices. Therefore, as augmented reality states, it
complements reality without replacing it [12]. For programming augmented reality is processing
and combining data, it also indicates that augmented reality employs 3D models from the data
generated, using scanning sensors and augmented by sensory inputs such as sound, positional
video and location data [13]. They also indicate that augmented reality consists of combining real
and virtual space by means of a computer process, which is enriched by the visual experience
with 3D objects [14]. Augmented reality devices that overlay information on your view of your
surroundings allow you to visualize images superimposed on real spaces, the device provides
information about your location or surroundings, or even your destination that are used to
generate AR [15].
3.3. Intervention of Augmented Reality in the learning process
In recent years many countries are making use of this technology as an innovative tool and as
a means of scaffolding learning such as Japan called Fujitsu [16] , One author also mentions that
the augmented reality mobile application has great potential for use in teaching and learning [17];
we can notice that the students of this century are digital natives being a generation of students
living in a technological world, the use of AR has a great enriching potential in the learning
process having as an impact on the student the following benefits motivation, commitment and
collaboration [18]. This tool has great versatility such as the incorporation of sound, 3D images,
audio in this way can be placed in books with markers that will be recognized with the camera of
the cell phone for example can be used in flashcards and other materials.
3.3.1. Types of Augmented Reality
• Augmented reality based on pattern or mark recognition: It uses markers, which can be
symbols or images that are superimposed when a specific software recognizes them, allowing
the adjustment of the position of the 3D model. It is about the use of markers, symbols printed
on paper or images, we can see which markers detect information which is previously placed
in the image and in the three-dimensional world to achieve the calibration parameters. With
all this process, the system is able to add virtual objects to the scene [19].
• Augmented reality based on the recognition of Markeless images: It uses images of the
environment as an activating element of the image itself; this reality recognizes the images of
the environment, to be able to superimpose the assigned virtual elements [20], it is in this way
that it recognizes the spaces of an environment such as "a room", to superimpose a virtual
object that could be a three-dimensional design of a table. It positions it in space, recognizing
areas such as the floor, wall, or angles, to correctly overlap reality [19].
• Augmented reality based on geolocation: In this type of AR, a point of interest is located
with the device’s GPS, and the applications for mobile devices called augmented reality
navigators are displayed on the screen using the hardware of mobile devices (GPS, compass,
and accelerometer) to locate and superimpose a layer of information on points of interest in
our environment. At the moment in which the user moves the device after capturing the image
of his environment, the browser shows the nearby points of interest [19].
4. Literacy
4.1. Reading
Human beings should be readers and critics of texts they read, so that they can find meaning
in the written word;[21] however, children who expect written language to be exactly the same
as speech are likely to have difficulties in predicting and understanding text [22]. In this sense, it
is relevant to recognize the importance of the process of reading acquisition in interrelation with
the stages of the writing process and comprehension [22], so that the initiation of reading and
writing falls on the learner [23], because the subject is building his learning, where he will relate
the concepts to learn and gives a meaning from its conceptual structure of the knowledge he has
acquired previously [24].
4.1.1. Writing
Writing is an individual and complex learning process that is determined by your context,
where you will build your own learning in the social writing system [21].
Writing levels:
1. syllabic level: At this level they begin to understand the written representation to the
alphabetic system of writing.
2. syllabic-alphabetic level: This is the transition from the previous level and the alphabetic
level.
3. Alphabetic level: This level includes the internal character of alphabetic writing, such as
punctuation marks, capitalization and others.
4.2. The transition from pencil and paper to the digitization of reading and
writing
Reading and writing are not individual tasks, it is the act of interpreting the meaning that a
word acquires in each context, searching for ideas and organizing them coherently [25]. That is
why we see that to improve literacy are making use of ICT and is more pervasive in the lives of
children ranging from home to classrooms in digital environments [26]. In recent years, the
transition from print to digital reading has accentuated reading as a material practice by
assigning it as a mental activity. Interaction with text on digital mobile devices can create a
different environment for children’s early literacy experiences [27].
4.3. Phonological awareness for literacy learning
It is important to know how to work on phonological awareness in the first years of schooling
since it is often considered a metalinguistic skill where the student must develop the ability to
reflect and manipulate the structural aspects of spoken language [28], the importance of
phonological awareness in the study of writing is due to the fact that the graphic representations
transfer the sounds of oral language, since when writing the letters they function as a sign of the
sounds of speech [29]. By developing phonological awareness, the student finds that words are
composed of syllables and that these are formed by phonemes (sounds), and in turn this
understanding supports the child to later develop reading and writing with greater interest, since
this ability is useful to access phonemes and intentionally manipulate them within the
intentionally manipulate them within words[30].
4.3.1. Phonological Awareness
Phonological awareness is the ability to meditate on one’s own language, including the ability
to identify and recognize, use the words that make up sentences, syllables and phonemes [31].
Therefore, phonological awareness is understood as the awareness of oral language, such as
separating words, pronouncing them, suppressing phonemes or adding others, articulating them
from phonematic sequences, and articulating them from phonematic sequences [32].
4.3.2. Levels of Phonological Awareness
The Peruvian Ministry of Education considers working these levels in the following way [33].
1. Lexical Awareness: Ability to identify the words that make up sentences and deliberately
manipulate them to structure the ideas they need to express within the context of the sentence.
2. Syllabic Awareness.: Ability to segment and manipulate the syllables that make up words
that are made up of syllables.
3. Phonemic Awareness: Related to the child’s awareness that words are made up of
phonemes, this fundamental ability is when learning to decode words by blending sounds and
hearing vowel sounds.
4.4. Communication Area Competence
Reads various types of written texts in the native language: the dynamic interrelationship
between the reader, the text, and the sociocultural contexts that frame the reading [34]. his
competency involves the combination of the following capabilities:
• Obtains information from written text.
• Inferences and interprets information from the text:
• Reflects and evaluates the form, content, and context of the text.
Write various types of text in the mother tongue: This reflective process involves textual
adequacy and consideration of contexts and communicative purpose. [34]. This competency
involves the combination of the following abilities:
• Adapts the text to the communicative situation.
• Organizes and develops the ideas in a coherent and cohesive way.
• Uses conventions of written language in a pertinent way.
• Reflects and evaluates the form, content and context of the written text.
4.5. Methods and Materials
The method used for the research is explanatory, the study design is pre-experimental and the
results were collected through a questionnaire applying a pre-test and post-test, in a period of
2020 in March virtually and in 2021 taking it in face-to-face workshops working five days a week
in a time of forty-five minutes fulfilling the pedagogical hour with 15 students per block, which is
divided by levels such as: syllabic, syllabic-alphabetic and alphabetic. We conducted learning
workshops to be able to apply the teaching sessions with AR, at the beginning it was given
virtually and then changing the regulations of the state of emergency of COVID-19 we could do it
in person. At the beginning with a minimum group of children, reaching a sample population of
120 children, we had more welcome by children who were already finishing kindergarten to
move to first grade. The concern of parents for their children to read and write was a reason to
grow our group of students since they did not know how to teach them in a didactic way.
For the implementation of the application, we used the following platforms and services:
• ARcore: It is a platform used to create augmented reality experiences can be used to detect
flat surfaces and receives an anchor that is used to mark the position of the object against the
environment is a 3d library for android [35].
• Firefase: It is an API to save and synchronize data in the cloud in real time to save data,
records and allows us to perform an analysis[36].
4.6. Proposal
In the school context, it was perceived that first-grade students present difficulties in
developing reading and writing skills, as evidenced in the standardized evaluations of the
Ministry of Education, in order to know what and how much students are learning. The test is
designed to identify the learning that each of its students has been able to develop in the
competencies assessed. In this work we proposed to respond to two competencies in the area of
communication that were aligned to respond to the expected learning indicated in the grade. An
application was designed with the use of special augmented reality for the development of
reading and writing. This application is focused on the development of the student’s
competencies and performance: Read various types of written texts in their mother tongue and
write various types of texts in their mother tongue, so that students develop these communicative
competencies, through the use of a cell phone, fun 3D images that allow detecting flat surfaces to
anchor and mark the position of objects in their environment. The operation of the application is
that students have a number of words that will be used during the sessions, passing a series of
levels. Through the application created the student will be able to place the 3d image in their
environment and will also hear the correct pronunciation for each image. In this way, they will be
able to visually and aurally review their lessons and vocabulary. This pedagogical learning
material for reading and writing was generated according to the student’s context and needs.
Then a preliminary assessment was conducted to determine the level at which the students
were, then learning workshops were planned with the LEAR app which was divided into 3 levels,
the first level used labels of commercial products, in the second level words were built through
consonants and vowels, in the third level sentences were formed with the vocabulary learned in
the previous levels, in each of these levels phonological awareness was taken into account by
implementing the sound in the proposed exercises being a key function for the acquisition of
reading in its early stages. The last evaluation was applied to know how much the student has
managed to develop in the evaluated competences with respect to the previous preliminary
evaluation that was carried out; the groups were divided by 15 students each one by blocks to
avoid contagions, of a total sample of 120 students 80 girls and 40 boys. Another point is that for
the selection of the 3D objects it was not possible to make a preference survey to the children to
select the images with which we were going to work, for reasons of the contingency plan that was
taking place in our Peruvian state, that is why we had to choose the objects according to their
context and their local environment, despite this we managed to motivate them and capture their
attention with the selected objects.
Figure 1: Proposal
In figures 3, 4, 5 and 6 we can see that the students interact with the LEAR application in this
phase they identified images and sounds of the consonants that were developed in the sessions;
the pedagogical process of the session began; motivation, previous knowledge and cognitive
conflict, these activities helped to reinforce their learning.
Figure 2: Consonant S Figure 3: Consonant P Figure 4: Consonant D
4.7. Resource selection
4.7.1. Evaluation
The proposed evaluation allows us to know their learning; this phase evaluates the process of
appropriation of the writing and reading system of the students. the different aspects of the level
in which they are (pre-syllabic, syllabic, syllabic-alphabetic or alphabetic), syllabic-alphabetic or
alphabetic. Thanks to this information, we established learning strategies using the LEAR
application that allowed us to focus on their needs and strengthen their learning according to
their level.
4.7.2. Tags
For the use of labels, the pedagogical proposal was a set of learning strategies in which the
student is an active agent who, by means of the different resources, constructs his or her own
learning learning [37] in this phase we worked on the vowels to build the vocal scheme that is
necessary in the pedagogical process, in this way the vocal training allowed us to organize the
sensory experience.[38] for this purpose, a list of categories of advertising labels such as cleaning
products, food and school supplies was made, as shown in the following table 1
4.7.3. Consonants
In this stage we worked with consonants, selected letters of the alphabet to perform
phonological awareness that allows to reinforce oral language and the ability to identify syllables,
intrasyllabic units and phonemes [39]. Also to build different words that have a certain meaning.
In addition, activities were carried out with the labels and vocabulary worked in the first level, in
this stage the following basic consonants were selected: M-P-S-SD-L-T-R-J-N-F, each of them
provided three images per consonnate worked.
Table 1
Labels
LABELS
SELLO DE ORO
MARGARITA
SUBLIME
GLORIA
MOROCHAS
JUSTUS
FABER CASTELL
VINIFAN
PEGAFAN
UHU
AYUDIN
PATITO
MARCELA
BOLIVAR
ARIEL
Table 2
CONSONANTS
CONSONANTS
M MEMO J JINETE
MARIPOSA PÁJARO
MONO OJO
P PESA T TOMATE
PUMA PATO
PIPA PELOTA
S SILLA R PIRATA
SAPO RATÓN
SOFA ROSA
D DEDO F FALDA
DADOS FANTASMA
DONAS FOCA
L LIBRO N NIDO
LOBO ENANO
PALOMA RANA
4.7.4. Sentences
In this phase we worked with the vocabulary acquired during the first two phases, structuring
sentences according to the number of words of 3, 4, 5 and 6 words per sentence, each of which
was formed by the consonants worked on.
4.7.5. Learning workshops
In the workshops, a pedagogical follow-up and accompaniment was carried out during the
learning sessions, respecting the cognitive and didactic structure and the moments of each
process, considering the individual rhythm, interaction, perception, content structure, feedback
and above all, motivating the student as an important factor, since without him nothing can be
initiated. The strategy used with augmented reality was used at the time of development of the
session and at the closing as feedback.
4.7.6. Application Design
In the development of the app we used the Android operating system for mobile devices, being
a free and attractive platform, aiming to meet the needs of mobile operators and device
manufacturers also encourages the development of applications.[40]. For Augmented Reality we
worked with the Google ARcore platform to create quality AR experiences, it integrates virtual
content with the real world by monitoring the position of the device and its movements, it also
makes use of the phone’s camera to identify different points of flat surfaces and thus record how
they move allowing the mobile to understand and track its position in relation to the world[41].
Likewise, we selected commercial labels that are known by the infants, for which we searched for
3D models, using free 3d platforms, Poly google and sketchfab. The selected models were used
both for reading and writing where vowels will be recognized through the labels, identifying the
consonant by joining it with a vowel to form a syllable, complementary games to order a sentence
of three, four and five words. We looked for images that do not weigh much to use the application
without using the internet and all the information storage is in the Firebase database.
Figure 5: Write Figure 6: Read Figure 7: App AR
5. Results
The research began with 120 children of the first grade of regular basic education, a pretest and
a post test were applied. They were submitted to the deductive statistical test of the T-student, as
shown in the tables, therefore, according to this criterion, the data were submitted to the
mentioned test.
Table 3
Syllabic Level
Pre test Post test
f % f %
Under 74 61.7 3 2.5
Regular 35 29.2 19 15.8
Hight 11 9.2 98 81.7
Total 120 100 120 100
Figure 8: Syllabic Level
The syllabic level is observed that when applying the pre-test data reflected that 61.7 % of the
students were at a low level, followed by 29.2 % who showed a regular level of syllabic and only
9.2 % showed a high level of this dimension, however, when applying the program, the changes
were remarkable because 81.7% were at a high level, while only 15.8% remained at a regular
level and 2.5% at a low level.
Table 4
Alphabetic Syllabic Level
Pre test Post test
f % f %
Under 76 63.3 5 4.2
Regular 32 26.7 14 11.7
Hight 12 10.0 101 84.2
Total 120 100 120 100
In the dimension of syllabic-alphabetic level, the data reflect that 63.3% of the children were
at a low level, while 26.7% were at a regular level and minimally 10% were at a high level of
writing; however, when applying the LEAR, it was found that 84.2% of the children achieved a
high level, that is, they had the ability to write whole words according to their sound, while 11.7%
presented difficulties, placing them at a regular level, and 4.2% did not have the ability to write
as many words according to their sound, placing them at a low level in this dimension,
demonstrating the effectiveness of the program.
Figure 9: Syllabic-alphabetic level
Table 5
Alphabetical Level
Pre test Post test
f % f %
Under 68 56.7 8 6.7
Regular 38 31.7 15 12.5
Hight 14 11.7 97 80.8
Total 120 100 120 100
Figure 10: Alphabetical Level
In the alphabetic level, the data reflected when applying the pre-test is that 56.7% of the
children were at a low level of achievement in this dimension, while 31.7% showed a regular level
and only 11.7% reached high alphabetic levels. However, applying the LEAR program, a
considerable transformation was observed, where 80% of the children reached a high level, since
they could establish a clear relationship between the sound and the graphic, being aware of which
sounds correspond to the letter, reaching the alphabetic level, however, 12.5% of the children
still show a regular level of this ability and 6.75% were at a low level. In reference to the reading
levels observed when applying the pre-test, it was found that 60% of the students were at a low
reading level, followed by 24.2% who demonstrated a regular reading level, because they
identified some words or phrases, while 15.8% had a level of reading knowledge. However, when
applying the program and evaluating it through the post-test, it was found that 80% of the
students were at a high level, having better abilities to identify and reach the syllabic and
alphabetic levels of reading, while 11.7% were at a regular reading level and 8.3% were at a low
level because they could not identify most of the words.
Table 6
Reading Level
Pre test Post test
f % f %
Under 72 60.0 10 8.3
Regular 29 24.2 14 11.7
Hight 19 15.8 96 80.0
Total 120 100 120 100
Figure 11: Reading
Table 7
Reading Level
Pre test Post test
f % f %
Under 65 54.2 8 86.7
Regular 21 20.2 21 17.5
Hight 31 25.8 91 75.8
Total 120 100 120 100
In the writing levels, the data show that when applying the pre-test 54.2% of the children were
at a low level of writing, followed by 25.8% who had previous knowledge to write and 20% were
at a regular level, however, when applying the LEAR program it was corroborated that 75.8% of
the children were at a high level, because they had better writing skills, followed by 17.5% who
were still at a regular level and 6.7% who could not write adequately.
Table 8
T-Student
Pre test - Post test
Half 3,950
Deviation tip 1,950
Error tip de la media ,1770
Differences matched
Lower 4,30391
Related differences 95%, of confidence
Upper 3,59609
interval the difference
t 12,216
gl 119
sig (bilateral) ,000
Table 9
Normality test
Kolmogorov-Smirnova Shapiro-Wilk
Statistical gl Sig Statistical gl Sig
Pre test ,372 120 ,000 ,693 120 ,000
Post test ,479 120 ,000 ,508 120 ,000
a. Lilliefors significance correction
Figure 12: Writing
Figure 23: Paired tests
The results found in the t student statistical analysis show that there is a difference between
the pre-test and post-test, since the 𝑡 = 17.216 is greater than the limit parameter (𝑡 = 1.171) and
show that the post-test is more evolutive due to the difference in means. The results analyzed by
means of parametric tests show that being greater than 50 individuals, the Kolmogorov-Smirnova
normality test was used because it is greater than 50 individuals. The result shows that : P0.05 if
it has normal distribution The results show a non-parametric normality distribution and the
wilcoxson test was used. Table 9
5.1. Discussion and Conclusion
• At present, Peruvian education has not been able to solve the difficulties in the first years of
regular basic education, therefore the results are not as expected; in order to improve this
difficulty, we used a source of resources that facilitate the teachinglearning process in the area
of communication, being this a support tool for the development of reading and writing
processes. It was observed that the use of AR, gives the possibility of interaction with the use
of sensors, 3D images and sounds of the LEAR app, which facilitate learning and development
of abstract knowledge to reach concrete knowledge to students, this technology being a
support tool in improving learning.
• As demonstrated in the following work, the use of the app for the development and learning
of reading and writing represents an essential tool to achieve an adequate integration of
learning and access to the world [1]; since reading and writing is a complex activity for the
progress of students being necessary, to achieve new knowledge, which will help to build
meanings [2] .Therefore, teaching carries a great responsibility of support in the case of
parents and teachers to achieve the development of their learning. Due to the problems that
arose during the pandemic, it was a challenge to teach this process, and an alternative was
proposed with the use of AR and workshops using the LEAR app, where students learned to
read and write, this tool being a great support, showing the results of the statistical analysis t
student that gives the difference between the pretest and post-test, since the value found of
the t= 17.216 is greater than the limit parameter (t=1.171) and shows that the post-test is
more evolving because of the difference in averages. These results reinforce that the use of
reality increases benefits students in a positive and significant way. In the same way, we
worked with the competencies of the area and designed activities that were adapted to the
pace of work and learning needs.
• In the research (In 2020) Exploring the effect of an augmented reality literacy programmed
for reading and spelling difficulties for children diagnosed with ADHD for reading and spelling
difficulties for children diagnosed with ADHD, this research presents a concept, design and
development of augmented reality (AR) application in which creates a literate environment to
motivate and stimulate children and especially capture their attention to improve reading and
spelling skills despite having learning disabilities, proposes to develop a mobile learning
application to improve their literacy skills in children with ADHD, However, in our research
we do not focus on spelling because they are infants who are just getting to know the world of
reading and writing, but we focus on improving phonological awareness as a key requirement
for the acquisition of reading in its early stages, since children must decode (decoding) and to
achieve this they must have previously become aware that the written words are composed of
letters that are transformed into sounds. [42]. This study as well as our research managed to
strengthen the learning of students using AR, being this technology quite versatile that allows
us to combine virtual objects in real spaces through technological devices, especially to
stimulate and capture the attention of students at the primary level. Therefore, as augmented
reality allows to complete reality without substituting it, giving good results in the students’
learning [12], Therefore, when using this resource, we did not stop using pencil and paper
since they are complementary for learning, the objective to work at this stage was fine
psychomotor skills, this ability to use hands and fingers accurately according to the required
activity and so it influences the skills needed to manipulate an object [43].
• In this sense and under the analysis of the results, it is confirmed that the use of technology
improves students’ learning. However, in our research, according to the results obtained, the
strengthening of reading and writing was reflected. Now with respect to writing on paper
students do not have good penmanship, there is incorrect handling of the pencil, inadequate
posture when writing and when applying some strokes are not legible, being a reason for
further research to create an application that supports the development of penmanship.
Knowing that writing is a complex learning process in which knowledge and skills come into
play. Once the student has contact with writing, he/she enters the literate world, since he/she
will build his/her own learning in the writing system [21]. This leads us to investigate whether
it is possible to change writing from paper to digital in the first years of schooling.
• In conclusion, it was determined that the improvement of reading and writing skills with the
use of the LEAR application has contributed to their progress in the syllabic, syllabic-
alphabetic and alphabetic levels in the students of the first grade of Regular Basic Education,
syllabic-alphabetic and alphabetic levels in the students of the first grade of Regular Basic
Education, reflected in the application of the instruments where it was obtained that the pre-
test showed that 60 % were at a low level of reading, however when the program was applied,
the results were reduced to 8.3 %, resulting in the post-test that 80 % were at a high level,
giving as a result an improvement in reading. Likewise in the writing level it was obtained that
the pretest reached 54.2% in low level of writing and when applying the program, it was
reduced to 6.7% increasing in the post test to 75.8 % referring only to the writing of words.
Acknowledgements
Special thanks to the Universidad Nacional de San Agustín de Arequipa, UNSA, that through
the grant contract TM-2019-1 UNSA of the project "Gestión de aprendizajes de la lectoescritura
en la formación inicial Docente", is that it was possible to carry out the research of the proposal
presented in this article.
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