Abstract
Various explanations and remedies have been presented in relation to the effects of AR usage for students' reading in the UK over the last decade. This article explores the research on the usage of AR and designs an experiment with 46 grade 7 students in England to test the primary reasons of AR's influence on Year 7 students' reading achievement. The findings of this study will provide relative recommendations for AR software developers and schools in order to reduce the detrimental effects on students' learning.
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