A technical and conceptual framework is currently under development to augment the activity of reading at schools with digital media such as images, sounds and light effects. The technical framework is STREEN. In this paper, we present IRIS, the pedagogical conceptual framework that describes how to employ STREEN in the classroom. We assume that STREEN/IRIS can motivate and foster reading comprehension of primary school students. In this paper, we also describe an eight-weeks' study carried out with third-grade students using IRIS. This study follows a quasi-experimental pre-post design that took place at a German primary school with 56 students from three different third-grade classes to compare results between an IRIS instruction and two conventional reading instructions. The findings show that students in the experimental group improved in word and sentence comprehension and lowered their task error rate. Furthermore, their intrinsic reading motivation increased while extrinsic reading motivation decreased significantly.
Authors: Pedro Ribeiro (Rhine-Waal University of Applied Sciences), Anna Michel (Rhine-Waal University of Applied Sciences), Cristina Sylla (CIEC-ITI/LARSyS, University of Minho, Braga, Portugal), Ido Iurgel (Rhein-Waal University of Applied Sciences), Wolfgang Müller (University of Education), Christian Ressel (Rhine-Waal University of Applied Sciences), Katharina Wennemaring (Rhine-Waal University of Applied Sciences),
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