Augmented Reality in Magic Book: A New Approach to Early English Learning
摘要
This study investigates the efficacy of the MAGIC Morning Busy Book as an intervention tool for promoting English language acquisition among early learners in remedial education. The MAGIC Book, in accordance with Krashen’s Affective Filter Hypothesis, aims to remove emotional barriers to language learning through fascinating storytelling and interactive features. The study comprised 60 remedial students and employed qualitative observations as well as quantitative post-tests to assess reading ability and comprehension. Data analysis revealed significant gains in pupils’ ability to remember their names and alphabet letters, but problems persisted with higher-order comprehension skills. The findings highlight the MAGIC Book’s potential as a powerful instructional resource that promotes holistic development and engages young learners, while also emphasising the importance of further targeting.