Posibilities of augmented reality in fiction literature for pre-readers (0-6 years)

Abstract

The aim of this paper is to investigate the potential of Augmented Reality in children's literature and in particular to find out if this tool can influence motivation and creativity and if, in line with Howard Gardner's theory of multiple intelligences (1983), can provide a holistic and transversal learning. For this purpose, the authors take as their starting point the analysis model proposed in their recent work La Realidad Aumentada en la Literatura Infantil y Juvenil: situación actual y valoración (Arellano & Sbriziolo 2019) adding the category ‘educational value’. After analyzing a corpus of literary works of fiction with RA for pre-readers (0-6 years old), the initial hypothesis is confirmed: the skills and abilities promoted by the RA could be numerous, as long as they are quality works and there is a relationship between ‘printed’ text and ‘digital’ text.