Version 1
: Received: 17 October 2023 / Approved: 31 October 2023 / Online: 31 October 2023 (09:43:21 CET)
How to cite:
Alhosani, S.; Hall, L.; Holuj, H. Digital Transformation to Support Sustainable Literacy Development: UAE Storytime. Preprints2023, 2023102058. https://doi.org/10.20944/preprints202310.2058.v1
Alhosani, S.; Hall, L.; Holuj, H. Digital Transformation to Support Sustainable Literacy Development: UAE Storytime. Preprints 2023, 2023102058. https://doi.org/10.20944/preprints202310.2058.v1
Alhosani, S.; Hall, L.; Holuj, H. Digital Transformation to Support Sustainable Literacy Development: UAE Storytime. Preprints2023, 2023102058. https://doi.org/10.20944/preprints202310.2058.v1
APA Style
Alhosani, S., Hall, L., & Holuj, H. (2023). Digital Transformation to Support Sustainable Literacy Development: UAE Storytime. Preprints. https://doi.org/10.20944/preprints202310.2058.v1
Chicago/Turabian Style
Alhosani, S., Lewis Hall and Hayley Holuj. 2023 "Digital Transformation to Support Sustainable Literacy Development: UAE Storytime" Preprints. https://doi.org/10.20944/preprints202310.2058.v1
Abstract
This case study explores the transformative effects of emergent digital technologies, particularly augmented reality (AR), on literacy engagement and reading for pleasure. The United Arab Emirates Ministry of Education implemented the UAE Storytime programme, utilising AR to create an interactive literacy experience for young learners. The programme incorporated bilingual episodes, featuring stories based on local and global contexts, with 3D objects and interactive games to enhance understanding. The results indicate a positive correlation between the use of AR and literacy engagement. A high proportion of learners scanned the QR codes to access the AR objects, which enhanced their engagement and understanding of the stories. The programme fostered a learner agency, engaged family members in the learning process, and established a sense of global community. The study recommends the integration of similar initiatives into the curriculum to promote collaboration, creativity, and holistic learning experiences.
Keywords
augmented reality; literacy engagement; reading for pleasure; transformative education; emergent digital technologies; United Arab Emirates Ministry of Education; UAE; Storytime; interactive literacy experience; young learners; bilingual literacy; local and global contexts; 3D objects; interactive games; learner agency; family engagement; global community; curriculum integration; creativity; holistic learning experiences
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
