Study of exploration paths of a multimedia material designed for reading a poem with augmented reality by Middle School students

Abstract

The development of digital technologies promotes changes in contemporary social practices. Thus, other reflections are necessary to better understand changes in the ways of acting, interacting and constructing meanings with texts added to electronic-digital supports. This paper presents the paths of exploration, by Middle School students, of a multimedia material for reading a poem with Augmented Reality. The objectives of this paper are: describing the ways in which students handle, interact, and react to the technological resources in the material, as well as how these ways can impact on the construction of meaning. Moreover, it presents a comparison of the path of this material with navigation paths from other hypermedia writings, such as hypertexts. To this end, the main theoretical apparatuses considered are immersive media (cf. AZUMA, 1997, 2016; LIU et al., 2017); hypermedia writings (cf. LEMKE, 2010; SIGNORINI, 2013); new literacies (LANKSHEAR and KNOBEL, 2011); and qualitative research methodology (YIN, 2009). The results point to the use of typical AR interactions by the participants, to increased motivation, and to constructions of meaning that are amplified by the new form of interaction made available by AR.