## 5 Discussion and Conclusions  
In this pilot study two lesson formats were contrasted to assess listening comprehension in two types of populations--fourth and fifth graders with high reading comprehension versus fourth and  
Figure 4: Participant in the HighVIDEO group puts lesson on full screen during the test. Figure 5: Participant from LowAR group simultaneously observes, interacts and listens during the test. fifth graders with low reading comprehension. The effects of visuals (video and AR) on the number of correct answers in a comprehension test and the time taken to complete said test were compared for a total of 32 participants, with the aim being to find another feasible alternative for creating educational material for children. The results showed that there is no difference in listening comprehension between visuals in video format and visuals in AR format. This discovery opens many doors for teachers and creators of digital content for children in terms of creative solutions and in terms of offering alternatives based on available budgets and cost-benefit goals. As a result of the continuing growth of online repositories [28] and advancements in the technology supported by smartphones, AR is currently a good option. Furthermore, given that children are now increasingly inclined towards using mobile devices [51], it is important that content directed towards children takes their preference into account. Through a Tukey test, it was discovered that in the AR format significant difference exists between participants with high reading comprehension and low reading comprehension. In terms of future research, it would be interesting to determine the effect of interactions with AR technologies in education on the performance of primary school students. A further line of research would be to explore these interactions specifically in students with low reading comprehension in order to establish guidelines for the creation of digital content that favors and supports its acquisition. The time taken to assimilate the lesson is statistically similar for both the video format group and the AR format group. However, there is statistical difference in terms of the time take to assimilate the lesson between students with high and low reading comprehension. Students with high reading comprehension completed the evaluation questionnaire the fastest. On balance, the overall result is the same when comparing the number of successes in the comprehension test. The results of this study should be taken with caution, since it is limited to a pilot study that aims to obtain an approximation of our hypotheses and for which researchers have relied on a non-probabilistic population sampling. To obtain conclusive results, a larger and representative sample of the population calculated by probabilistic methods would be necessary. Additionally, the observations in this pilot study revealed the lack of excitement among the children towards a new lesson format. The effect of fascination on children's academic performance has been explored [37] and it is important to investigate its counterpart (boredom and lack of motivation). Thus, another variant to this type of experiment could address the design of applications and content for education, now paying attention to the over-saturation of digital content and the easy adaptation skills perceived in young students as engagement factors. Other limitation of this study is related with the usability of the prototype, despite getting a good score on the usability evaluation. For the time being, it is thought that this lesson format could prove inconvenient, as it implies more tasks for the users. We consider that a dedicated AR application like similar experiences with children [52] would provide different results. It is possible that the more usable, easy and attractive the application the reading comprehension of students' will be better. Ideally, an application such as this should be mounted in an AR headset display to give users as much freedom as possible.