The impact of Augmented Reality on reading comprehension skills among Grade 10 English First Additional Language Learners in the Chris Hani West District, Eastern Cape

Abstract

The study investigated the impact of augmented reality (AR) on teaching reading comprehension skills in Grade 10 English First Additional Language in the Chris Hani West District, Eastern Cape. The study adopted an interpretivist research approach and employed a case study design. Semi-structured interviews were conducted with carefully selected teachers and learners to gain deeper insight into their experiences and perspectives. Through thematic data analysis, the findings revealed that AR integration improved learner motivation, encouraged collective learning, and made learning more interactive and engaging. Guided by the Cognitive Theory of Multimedia Learning, which posits that meaningful learning occurs when learners actively process information through dual visual and verbal channels with limited cognitive capacity, the study also found that AR supported vocabulary development, helped learners visualize texts more clearly, and improved information retention and overall comprehension compared to traditional teaching methods. Teachers and learners described AR as an innovative and valuable approach to teaching reading. The study concludes that AR has strong potential to enable more dynamic, learner-centered reading comprehension lessons. However, the effective implementation of AR relies on proper training and instruction, reliable technological infrastructure, and continuous support. The study recommends integrating AR into school reading programmes, embedding digital pedagogy in teacher professional development, and allocating adequate funding to ensure access to AR-compatible devices, particularly in under-resourced township and rural schools.