Examination of Book Reading Experience Supported by Augmented Reality Technology with EEG

Augmented Reality (AR) has the potential to enrich traditional books with virtual objects. However, little is known about how the unique possibilities of this immersive technology can affect reading habits and cognitive reading awareness. This study investigates the possibilities of AR, which is one of the immersive environments of students' reading habits, with the support of Electroencephalography (EEG). 14 university students read 10 different texts from a physical book and virtual objects placed in an immersive environment, and examined the object on the screen using affine transformations. The results show that AR-assisted reading significantly engages the participant and demonstrates higher classification performance than reading from a physical book. It has been observed that the designed AR application also meets the usability characteristics.