Özet:

The purpose of this research, using the formatting experimental design, is to ensure an increase in the level of written narrative of primary school 3rd grade students through children's books prepared with enhanced reality technology. The study included 88 primary school third-class students who were studying in a state school in Siirt province center. The study took a total of 8 weeks, including the first week pre-test and the last week final-test. In the second and seventh weeks, the researchers developed augmented reality-based books. Half-configured interviews forms are prepared for the qualitative part of the study. Every week, after reading the texts, the student’s opinions about the story were taken and the questions were asked about what they wanted to happen in the next story. With the data obtained from here, the code, categories and topics have been reached. As a result, students are presented real-world story texts that are increased according to their wishes every week. After each story the students read to observe their developments individually, the repeated ANOVA, the pre-test and the final-test scores are differentiated, while the dependency groups are t-tested. Comparing pre-test and final-test scores, the study found that augmented reality-based children’s books had a meaningful impact on written narrative skills.

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