Intervention 1 — Result

Last week, thanks to my mother (who is a primary school teacher), she helped me to select 8 students in her class who had problems with reading (not exactly diagnosed as dyslexia) and got in touch with their parents, after getting their consent.

I will improvise 40 English word cards that are beyond their comprehension skills at this stage. If the QR code on the word cards is scanned, a corresponding animation with sound will appear.

I will divide the 8 students into random groups of four each, called Group A and Group B.

The students in Group A will first learn the 20 new words using the AR method, while the students in Group B will learn the new words in the traditional way, by looking at the words themselves. This period will last for 20 minutes, after which they will be given a quiz to see if there is any difference in the performance of the two groups.

We will then swap the learning styles of Group A and Group B. Group B will learn in AR mode and Group A will learn the other 20 new words in the traditional way, followed by another quiz in 20 minutes.

The results of these two experiments were compared to see if AR made learning more interesting and efficient for the children in a randomised situation, compared to the traditional learning method.

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