Augmented Reality in the Literary Education of Primary School

Children: Speciﬁcs, Creation, Application

Liudmyla L. Nezhyva

1 a

, Svitlana P. Palamar

1 b

, Halyna O. Vaskivska

1 c

, Olha V. Kotenko

1 d

Liudmyla A. Nazarenko

2 e

, Maryna S. Naumenko

1 f

and Andrei V. Voznyak

3 g

Borys Grinchenko Kyiv University, 18/2, Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine

Mykolayiv Regional Institute of Postgraduate Pedagogical Education, 4-A Admiralska Str., Mykolayiv, 54000, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Keywords:

Augmented Reality Technology, 3D Visualisation, Creative Thinking, Emotional Intelligence, Interactive

Travel Game.

Abstract:

The authors worked on expanding the methodological basis for the use of augmented reality on the examples

of alphabets in accordance with the objectives of the school program of the 1st-grade of the New Ukrainian

School, namely the content lines: “Interact orally”, “Exploring the media”, “Exploring linguistic phenomena”.

The methodological aspect of the application of augmented reality on the basis of interactive art books has

also been expanded. In particular, within the line “Theatricalize” it is proposed to involve students in stage

art, in the conditions of which they gained experience of performance, tried to improvise. Observation of

artistic expression through augmented reality, work with interactive coloring pages and stickers, expression of

appropriate emotions through acting ensures the development of the child’s emotional intelligence, creative

thinking, initiative, self-awareness, self-control, ability to overcome barriers associated with uncertainty and

risks, effectively cooperate with and understand one another. The result of the research characterizes different

directions of application of augmented reality in the literary ﬁeld of primary education: visualization, observa-

tion and research of artistic image, demonstration of its expression; visualization, observation and research of

the artistic world of a literary work; organization of the reader’s interaction with the literary hero; organization

of game activities in the lesson of literary reading (study of the work with the help of a game developed by

means of augmented reality); organization of theatrical performances with the help of interactive bracelets and

stickers with AR applications. This study is devoted to the creation of an augmented reality appendix to the

topic “Ukrainian folk tales”. Due to the fact that the leading activity in primary school is gaming, the AR ap-

plication based on a fairy tale as a game-trip was created. The development of the application provides for the

implementation of further tasks: analysis of the work, interpretation of the work, activation of the emotional

impact of works on the reader. The augmented reality for the accompaniment of the creative reading of the

fairy tale was created with the help of Unity programs and the Vuforia plugin. The basis of the game-trip is a

fairy-tale map with stations and special interactive tags. A specially designed program attaches a virtual AR

object to the label and activates the image of the hero, the episode of the fairy tale, the text of the question on

the screen.

https://orcid.org/0000-0001-9520-0694

https://orcid.org/0000-0001-6123-241X

https://orcid.org/0000-0002-8714-8512

https://orcid.org/0000-0001-8967-8130

https://orcid.org/0000-0001-6560-5252

https://orcid.org/0000-0001-8927-4427

https://orcid.org/0000-0003-4683-1136

1 INTRODUCTION

1.1 The Problem Statement

New virtual (VR) and augmented reality (AR) tech-

nologies have quickly gained popularity around the

world. Currently, visualized content on various top-

ics is used with the help of modern electronic devices

in various ﬁelds, such as: science, production pro-

cesses, technology, marketing, design, entertainment,

Nezhyva, L., Palamar, S., Vaskivska, H., Kotenko, O., Nazarenko, L., Naumenko, M. and Voznyak, A.

Augmented Reality in the Literary Education of Primary School Children: Speciﬁcs, Creation, Application.

DOI: 10.5220/0010930900003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 283-291

ISBN: 978-989-758-558-6

283

medicine, education, etc. VR and AR applications

are already actively used as teaching aids in schools

in America and Europe. Augmented reality technol-

ogy has become especially popular due to its easy

and convenient use. The availability of smartphone

or tablet, which can be used for individual tasks, ob-

servations, research, as well as for group projects, is

enough to work with AR. With the help of AR appli-

cations with smartphones in hands, foreign and do-

mestic primary school students have the opportunity

to explore the solar system, water molecules, ﬂora

and fauna, travel, enliven the pages of the alphabet,

visualize artistic images and the world of literature,

etc. By extrapolating the world experience of activat-

ing augmented reality in school practice, scientists-

methodologists and teachers-practitioners in Ukraine

develop their own AR applications and substantiate

methodological models of their implementation in ed-

ucation.

Modern development of information and commu-

nication technologies allows to modernize the educa-

tional process in primary school as much as possible

in accordance with the challenges of the time and the

requirements of the reformed education. The linguis-

tic and literary branch of primary education was no

exception. In particular, the “Living Alphabet” has

appeared on the desks of ﬁrst-graders in Ukrainian

schools, the visualization of which is provided by the

FastAR Kids application in smartphones or tablets

(iOS, Android, iPhone). The interactive edition con-

tains a game platform with special labels on the pages

of the edition, which activate augmented reality in 3D

format based on the plots of poems with amazing sto-

ries and animated characters. Some teachers use the

alternative edition of the “Kobzar’s Alphabet” in the

practice of teaching literacy to ﬁrst-graders. This in-

teractive book contains works by Taras Shevchenko

for each letter of the alphabet, the illustrations of

which come to life, move and talk with the help of the

same FastAR Kids application. However, the method-

ology of teaching with the help of such books remains

undeveloped, so the use of augmented reality in lit-

eracy lessons in the ﬁrst-grade is not systematic, but

rather situational.

The speciﬁcity of ﬁction, its imagery, organic in-

tegration into the multimedia space also suggest the

need for partial revival of the artistic picture with the

help of augmented reality technology in the reading

process. While developing lifelong learning skills in

primary school students, it is important to form an in-

terest in books, to teach to feel the beauty that is em-

bedded in the artistic word. The depth of perception

of the work depends not only on the development of

critical thinking and aesthetic sense, associated with

a sense of beauty, understanding of the values accu-

mulated in the artistic image, but also on emotional

intelligence. Therefore, the development of dialogic

interaction with works of art will be greatly facilitated

by the use of augmented reality technology, which

causes its visualization primarily emotional resonance

and promotes the activation of the creative imagina-

tion.

1.2 Literature Review

We analyzed the current state of research on the

use of AR applications in education (Chen et al.,

2017); studied the experience of combination of AR

with learning based on games in primary school

(Makhachashvili et al., 2020; Pellas et al., 2019),

the impact of integrating game approaches with aug-

mented reality on learning (osvitoria.media, 2019;

aez-L

opez et al., 2019), improvement of learning ef-

ﬁciency and students’ motivation through the use of

AR applications on smartphones (Chen, 2019).

Possibilities of application of AR technologies

in different ﬁelds of education were considered by

Pochtoviuk et al. (Pochtoviuk et al., 2020). The au-

thors noted the great impact of presentation of edu-

cational material by augmented reality on the devel-

opment of facial expressions, attention, stimulating

thinking and increasing the level of understanding of

information. Among the beneﬁts, scientists point to

realism, clarity, completeness, information and inter-

activity. The didactic potential of virtual information

learning environment is determined by Bondarenko

et al. (Bondarenko et al., 2020). Scientists empha-

size such features of VR and AR as immersion, dy-

namism, sense of presence, continuity, causality, in-

tensiﬁcation of the process of cognition, saving time

for processing the material. While acknowledging the

effectiveness of learning with the help of VR and AR,

the authors also point out the disadvantages, includ-

ing low computerization, low number and low quality

of software products (Bondarenko et al., 2020), difﬁ-

culties in applying these technologies, such as: small

experience in using this technology, lack of method-

ological literature, lack of developed methods of AR

implementation (Iatsyshyn et al., 2020). Lacunae of

augmented reality educational products are ﬁlled by

practitioners who create mobile applications to vi-

sualize educational material, including the chemical

structure of water and display video data from labora-

tory experiments to study subjects of the natural cycle

in the primary school. Innovative is the experience of

developing a mobile application LiCo.SolarSystem,

designed to visualize the solar system using AR tech-

nology and study the alphabet using astronomical def-

AET 2020 - Symposium on Advances in Educational Technology

284

initions (Midak et al., 2020a). According to the au-

thors of the LiCo.STEM and LiCo.SolarSystem ap-

plications (can be downloaded from a publicly avail-

able Google Play Market resource), its contributes to

the development of cognitive motivation of primary

school students and educational energy, their imagi-

nation, creative initiative and research activity (Midak

et al., 2020b).

Walsh et al. (Walsh et al., 2019) offer the develop-

ment and implementation of educational tools using

virtual and augmented reality for language learning

in primary school. Sekerin et al. (Sekerin et al., 2017)

outlined the prospects for the implementation of the

latest educational technologies that allow to increase

the effectiveness of teaching. Thus, in the course of

the study, they found that 20% of students are ready

to receive educational information from conventional

sources, and 80% of students need inter-active per-

ception of information based on augmented reality.

Carrying out lessons with the help of virtual reality

tools, according to scientists, contributes to the full in-

volvement of students in the educational process and,

accordingly, successes in the acquisition of knowl-

edge (Sekerin et al., 2017). For primary school stu-

dents in Ukraine, a textbook and universal didactic

material from AR for the integrated course “I explore

the world”, aimed at developing research skills (Hon-

charova, 2019), has already been created.

The most of the publications on the identiﬁed

problem testify to the possibility of using VR and AR

technologies in the educational ﬁeld for the purpose

of visual modeling of educational material; supple-

menting its visualization; developing students’ spa-

tial ideas; research and experimentation skills; three-

dimensional design, which saves time for learning in-

formation, accelerates learning and makes the process

fun and engaging.

1.3 The Aim of the Research

Thus, augmented reality is increasingly used in pri-

mary education, special educational applications have

been developed in the ﬁeld of natural sciences, AR

text-books have been created for primary school stu-

dents for the course “I explore the world”.

Among the many tools of augmented reality tech-

nologies in the educational process of primary school

one use AR applications such as “Animals 4D” in the

integrated course “I explore the world”. Encyclope-

dias of the Ukrainian manufacturer with augmented

reality iEXPLORE, which transfer the animal world

from the pages of the book to reality, are designed

to instill curiosity in children, to acquaint them with

the magical world of animals, insects, beetles and di-

nosaurs.

The authors of this article outlined the prospects

for the application of augmented reality in the linguis-

tic and literary ﬁeld of primary school. Several edi-

tions of works of art by Ukrainian and foreign writers

with AR applications, which should be used in read-

ing lessons, are named. We conducted a study of the

effectiveness of the use of AR applications in reading

lessons in primary school with the deﬁnition of their

beneﬁts for enhancing the reading activities of stu-

dents (Nezhyva et al., 2020). However, there is a need

for the systematic development of methods for apply-

ing augmented reality in literacy and reading lessons

in 1st-4th grades and testing its effectiveness for the

development of the subject and key competencies of

primary school students.

The recommendations of the European Parliament

and the Council “On the basic professional skills re-

quired for lifelong learning” refer to the formation of

basic competencies that help individuals to socialize

successfully. For the main competencies, among oth-

ers, such reference frameworks as critical thinking,

creativity, initiative, the ability to constructively man-

age emotions are named (ec.europa.eu, 2018). We

believe that such personality qualities are formed dur-

ing reading activities, which will be enhanced by aug-

mented reality.

The study aims to develop a mobile AR applica-

tion on the Android platform, designed to organize

play activities of primary school students during read-

ing lessons while studying fairy tales and modeling

of methods of application of augmented reality tech-

nologies in the linguistic and literary ﬁeld of primary

education, which can be used by teachers and students

for effective training on methods of literary reading in

primary school.

2 DISCUSSION AND RESULTS

AR technologies provide a three-dimensional ﬁeld of

human perception of virtual information, which can

be perceived as elements of real life. With the help

of augmented reality, images, videos, text and graph-

ics are projected beyond the screens of smartphones

or tablets with the AR function. In this way, vir-

tual objects are combined with the real environment.

With the help of a 360° picture, the boundaries of

the creative imagination of a junior school-child can

be maximally expanded. Quality augmented and vir-

tual reality content blurs the line between the artiﬁcial

world and the real one. With the help of gadgets, as

if through a window, the student observes an amaz-

ing image of the world (scientiﬁc, technical, artistic,

Augmented Reality in the Literary Education of Primary School Children: Speciﬁcs, Creation, Application

285

etc.), explores, cognizes its laws, learns to change

it for the better. Therefore, the use of these tech-

nologies causes maximum expression in students, and

most importantly allows them to actively interact with

various objects of study in three-dimensional space.

Thus, augmented reality technologies allow students

to perceive artistic images in an entertaining form of

the game, to get closer to understanding the artistic

world of a literary work. In this study we will take

into account the most important advantages of immer-

sive technologies, namely:

• clarity, which allows to easily examine in detail

any process or object;

• concentration, which allows not to be distracted

by external stimuli and focus on the lesson mate-

rial;

• maximum involvement of students in the learning

process;

• the effectiveness of awareness and memorization

of important educational information, etc. (osvi-

toria.media, 2019).

Primary school students have the opportunity to

begin their acquaintance with augmented reality in

the 1st-grade. Today, many Ukrainian schools are

provided with an interactive edition of “Living Al-

phabet” with the application FastAR Kids for smart-

phones and tablets (iOS, Android, iPhone). The pages

of this alphabet can be revived from the ﬁrst literacy

lessons (ﬁgure 1). While working with this alpha-

bet, we offer ﬁrst-graders not only to listen to poems,

fairy tales, useful information, but also advise teach-

ers to set the following tasks for students: observe the

heroes of stories, learn to interact with them, explore

their appearance and emotional state, pay attention to

the environment, orally describe what was seen and

heard, etc.

Figure 1: Demonstration of augmented reality according to

the publication “Living Alphabet”.

A more complex, but not less interesting format

of the interactive edition “Kobzar’s Alphabet” (Kyiv,

2019) with the application FastAR Kids (ﬁgure 2). In

special literacy lessons, this alphabet can be used as

an alternative. Students are invited to get acquainted

with the works of the classic of Ukrainian literature

Taras Shevchenko in an interesting and relaxed way

by means of “reviving” highquality illustrations to

these works.

Figure 2: Demonstration of augmented reality according to

the publication “Kobzar’s Alphabet”.

It is important that such an alphabet effectively

helps ﬁrst-graders with different levels of readiness

to learn to read and understand words and sentences,

provides an opportunity not only to update knowledge

about the letters of the Ukrainian alphabet and cor-

responding sounds but also to hear the clear reading

of Kobzar’s poetic lines accompanied by augmented

reality. The teacher is invited to draw students’ at-

tention to the melodiousness of the native language,

to the beauty of Ukrainian landscapes, activated by

the AR application, to emphasize the spiritual val-

ues of Kobzar’s poetry. Thus, with the help of aug-

mented reality, the tasks of the main semantic lines of

study according to the current school pro-gram of the

1st-grade of the New Ukrainian School are realized,

namely:

• “Interact orally”. Students perform actions to

activate augmented reality following the listened

instructions; answer questions on the content of

what is heard and seen (who? what? where?

when? how?); tell what is said in the text, ac-

tivated by augmented reality; share their feel-

ings and emotions from what they have heard

and seen; tell what has interested them; repro-

duce emotionally in roles (with students or teach-

ers) the dialogue of the characters; learn to use

non-verbal means (gestures, facial expressions,

etc.) according to the communication situation;

repeat samples of coherent utterance (2–3 sen-

tences) while preserving its content and intonation

features; retell a short listened text based on aug-

mented reality; independently build a short coher-

ent statement based on the listened text or aug-

mented reality.

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286

• “Exploring the media”. Younger students, work-

ing with media products, learn to perceive the

content and form of simple media products,

among which there is not only the usual pictures,

comics, cartoons, but also augmented reality, par-

ticipate in its discussion; share their impressions

of listened to / viewed media products.

• “Exploring linguistic phenomena”. Students ex-

plore speech sounds, their correct pronuncia-

tion by activating augmented reality applications,

learn the correspondence of sounds and letters;

observe the lexical meaning of words.

Thus, there is another effective means of teaching

literacy to primary school children – augmented real-

ity, which contributes not only to the successful study

of the Ukrainian alphabet but also a casual acquain-

tance with classical examples of literature and spiri-

tual values reﬂected in it, ensures the development of

speech, imagination, critical thinking, emotional in-

telligence of primary school students.

In primary school, it is appropriate to conduct in-

teractive reading lessons using art books for children

with augmented reality, in particular a series of books

“Read and Play” by the Ukrainian publishing house

Art Nation Publishing. One has conﬁrmed the ef-

fectiveness of the use of augmented reality (Wow-

Box AR) in the process of studying of Lewis Carroll’s

fairy tale “Alice in Wonderland” and “Alice Through

the Looking-Glass”, as well as the application of

The Pumpkin’s Year during the creative reading of

a short story for children called “Pumpkin Year” by

Ukrainian writer K. Babkina. In the extracurricular

reading lesson, the model of studying E. Hoffman’s

work “The Nutcracker and the Mouse King” was suc-

cessfully applied with the activation of the WowBox

AR application. The use of interactive pages of this

edition and additional bracelets contributed to the ac-

tivation of readers in the virtual art world and thus

the implementation of the tasks of the content lines of

the program of the New Ukrainian School. In partic-

ular, within the line “Theatricalize” students had the

opportunity, wearing bracelets and playing the roles

of the heroes of the fairy tale, to observe unfamil-

iar (spectator) and to express their own (actor) ex-

pression. Thus, students were curiously involved in

stage art, in which they gained experience of perfor-

mance, tried to improvise. Observation of artistic ex-

pression through augmented reality, work with inter-

active coloring pages and stickers, expression of ap-

propriate emotions through acting ensures the devel-

opment of the child’s emotional intelligence, creative

thinking, initiative, self-awareness, self-control, abil-

ity to overcome barriers associated with uncertainty

and risks, effectively cooperate with and understand

one another.

It is becoming increasingly difﬁcult to draw the

attention of a young reader to a book in the mod-

ern conditions of informatization of society. From an

early school age, children get used to gadgets, which

are gradually becoming one of the leading ways of

learning about the world. This problem has become

even more acute in a pandemic, when the distance

learning format has become more active in the educa-

tion system. At the same time, we should remember

the importance of the art book, reﬂected in the ﬁction

aesthetic, spiritual, moral values for the formation of

the personal image of the world of the student. The

art of the word enriches with new knowledge, has a

powerful educational potential, develops speech, ﬁg-

urative thinking, creative imagination and emotional

intelligence, promotes awareness of national identity

and socialization of the individual, causes unforget-

table impressions, gives aesthetic pleasure. There-

fore, there is a need to open the value of ﬁction for

younger students, to form the interests of readers, to

demonstrate the uniqueness of literary reading.

This study is devoted to the creation of an aug-

mented reality application to the topic “Ukrainian folk

tales”. Due to the fact that the leading activity in pri-

mary school is gaming, the AR application for a fairy

tale was created as a game-trip to the very same story.

The development of the application provides for the

following tasks:

• Analysis of the work. Describe the place and time

of events, characters (motives of behavior, causes

of feelings and emotions, relationships between

characters);

• Interpretation of the work. Conduct dramatiza-

tion, creative translation, continuation of the text;

evaluate the experiences and emotions of the char-

acters;

• The emotional impact of works on the reader. De-

scribe the mood, feelings of the characters of the

work and one’s own emotions caused by reading

a fairy tale; compare these emotions with the feel-

ings caused by events in one’s own life; character-

ize the favorite character, substantiate the sympa-

thy, the reasons of empathy to the character.

Thus, with the help of the Unity program (Katsko

and Moiseienko, 2018) and the Vuforia plugin, an

augmented reality was created to accompany the cre-

ative reading of the fairy tale “Kotygoroshko” (ﬁg-

ure 3).

The basis of the game-trip is a fairy tale map with

stations and special interactive tags – circles of differ-

ent colors (ﬁgure 4).

In order to activate the augmented reality on the

Augmented Reality in the Literary Education of Primary School Children: Speciﬁcs, Creation, Application

287

Figure 3: The process of the development of the application to “Kotygoroshko”.

Figure 4: Interactive map of the game-trip for the activation of the AR applications under the fairy-tail “Kotygoroshko”.

map and complete the lesson tasks, students form

groups. For convenience, students in each group re-

ceive stickers of the same color (red, blue, green, yel-

low). To animate the interactive parts of the travel

map (colored circles), one needs to download a spe-

cially designed AR application (ﬁgures 5, 6) on the

smartphone or tablet and point the gadget to the color

wheel of the command of the respective station. A

specially designed program attaches a virtual AR ob-

ject to the label and activates the image of the hero,

the episode of the fairy tale, the text of the question

on the screen. Each group of students “animates” it

with the help of AR applications on each of the four

stations of the circle of the corresponding color.

The ﬁrst stop of the game-trip is dedicated to the

retelling of a fairy tale. According to the name of the

stop, it is suggested to perform the actions “Look and

tell”. Each group of students “animates” the circle of

the corresponding color and a fragment that needs to

be transferred appeared on the smartphone. The group

of students is offered the task to make a plan for the

retelling of a fragment of a fairy tale visualized with

the help of an AR application and to determine the

speakers according to the plan. The teams were of-

fered the following fragments: “Red” – a fragment of

“Brothers and sister have disappeared”; “Yellow” –

a fragment of the “Appearance of Kotygoroshko”;

“Green” – a fragment of “Battle”; “Blue” – a frag-

ment of “Betrail of brothers”.

The task of the second stop “Who is who” of the

fairy-tale travel game is the characterization. Each

team “revives” its hero from the fairy tale “Koty-

goroshko”, watches him, remembers the text of the

fairy tale and characterizes it by features: the appear-

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288

Figure 5: Activation of the interactive part of the travel map “Look and tell”. Fragment “Battle”.

Figure 6: Activation of the interactive part of the travel map “Look and tell”. Fragment “Appearance of Kotygoroshko”.

ance of the hero; emotions experienced by a fairy-

tale hero; positive and negative features; mistakes or

achievements of the hero; one’s own attitude to the

hero (ﬁgure 6).

The next stop of the fabulous game-trip is

“Think”. At this stop, students visualize the ques-

tions based on the fragments of the fairy tale told by

the students. While activating the red label, the stu-

dents answered the question: What happened in Ko-

tygoroshko? Explain why, after Olenka’s disappear-

ance, the brothers also disappeared? Name the rea-

sons for the return of the brothers. Why did the broth-

ers lose the battle? What advice would you give them

to win? Evaluate the actions of the brothers. While

activating the yellow label, students pondered the fol-

lowing questions: When did Kotygoroshko appear in

the family? Explain why people were afraid of his

power? In what way do you think one can use Ko-

tygoroshko’s force? Complete the preparation for the

battle of Kotygoroshka and the brothers? Explain why

Kotygoroshko was so conﬁdent in his strength? What

would you do recommend to Kotygoroshka when he

was preparing for the battle? Consider what inﬂu-

ences the victory? While activating the green label,

the students analyzed the fairy tale in the following di-

rections: Who has Kotygoroshko met, when he came

to the snake? Explain Olenka’s behavior during the

meeting with Kotygoroshko? Consider whether Ko-

Augmented Reality in the Literary Education of Primary School Children: Speciﬁcs, Creation, Application

289

tygoroshko could negotiate with the snake and not

ﬁght? Suggest possible solutions in the ﬁght between

Kotygoroshko and the snake. How do you feel about

Kotygoroshko’s act? Name the advantages of Koty-

goroshko in contrast to his brothers. While activating

the blue label, the students answered the following

questions: Was Kotygoroshko able to free his broth-

ers and sister? For what reasons Kotygoroshkodid not

admit to the boys that he was a brother? Why did the

brothers decide to get rid of Kotygoroshko and then

freed him from their trap? Advise Kotygoroshko how

to act in the situation that developed at the end of the

fairy tale? What would you tell your brothers to do in

the current situation? Try to model the other possible

end of the fairy tale.

3 CONCLUSIONS AND

PROSPECTS FOR FURTHER

RESEARCH

The presented research actualizes the use of AR ap-

plications in the practice of literary education of pri-

mary school students. According to the authors of

the study, augmented reality technology meets mod-

ern social and educational challenges, contributes to

the successful implementation of the tasks of liter-

ary education of the New Ukrainian School, allows

younger students to fully immerse themselves in the

space of art and activates their ﬁgurative thinking.

Given the speciﬁcs of ﬁction and the leading prin-

ciples of methods of teaching literary reading in pri-

mary school, this article describes the different areas

of application of augmented reality in the literary ﬁeld

of primary education:

• visualization, observation and research of the

artistic image, demonstration of its expression;

• visualization, observation and research of the

artistic world of a literary work;

• organization of the reader’s interaction with the

literary hero;

• organization of game activities in the lesson of lit-

erary reading (study of the work with the help of a

game developed by means of augmented reality);

• organization of theatrical performances with the

help of interactive bracelets and stickers with AR

applications.

In order to organize effective play activities of pri-

mary school students in the lesson of reading while

studying a fairy tale, a mobile application (on the An-

droid platform) of a travel game using AR technology

has been developed. The development of the appli-

cation provides for the implementation of the content

of the current school program of the New Ukrainian

School of Literary Reading: analysis and interpreta-

tion of the work, activation of the emotional impact

of the work on the reader. The use of augmented re-

ality objects in the methodology of literary reading

allows the teacher to deepen the emotional resonance

of reading a fairy tale, motivate to read oral folklore,

develop the creative imagination of primary school

children, the quality of their emotional intelligence,

including the ability to understand and analyze emo-

tions, empathy, interaction in a team, manage emo-

tions, etc. In addition, AR applications qualitatively

visualize the world of art, promote easy memorization

of works by students, the development of critical and

ﬁgurative thinking of primary school children in an

interesting game form, their creativity and initiative.

All in all, we see the continuation of scientiﬁc

research on a particular problem in the direction of

studying the readiness of future teachers to apply aug-

mented reality in the linguistic and literary ﬁeld of

primary education.

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