1. Set and Monitor Personal Reading Goals: When starting a new book, learners can decide which skill (vocabulary or reading comprehension) they are hoping to strengthen. As they continue to read, they have access to game-like activities geared toward helping them improve in these areas.

2. Store and Edit Annotations: The application syncs with the reading tool, continuously updating the reader’s annotation log. In the app, readers can tag and add notes to their annotations. Annotations are also searchable and filterable, making it possible to make connections and see patterns across the text. This feature makes it possible for readers to access their annotations without needing the physical book.

3. Review Reading Data: Each time a reading session is logged, the application updates a visual display of the reader’s data, allowing them to keep monitor their reading progress over time. The display includes graphs, summaries, and predictions for how long it will take the reader to complete the text.

4. Digitally Display Annotations onto Physical Books: The AR feature allows readers to make their digital marginalia appear in their physical text. This feature makes it possible for readers to personalize shared or borrowed books or for multiple readers to compare annotations.

Overall Strength: Supporting Mental Models

The enhanced annotation features in my design allow learners to keep track of text that they have flagged as important. These annotations are stored in a searchable and filterable log that learners can access in the app. They can also add tags to these annotations so that they can see connections across different quotes. These interactions allow learners to actively build knowledge over the course of reading a book. If two learners have read and annotated the same book, they can compare their individual mental models and build a collective understanding of the text.

Need Improvement: Addressing Learning Objectives

If I were to move forward with this project, I would spend more time developing the details within my reading goal-specific activities. At the moment, they provide surface-level, mostly binary feedback. For the reading comprehension activity in particular, it is not clear how learners' open-responses will be assessed until after they are submitted. I would design more transparent assessments means that provide concrete and constructive feedback to learners so that they can monitor their own progress and make necessary refinements. These improvements would help my design better address my learning objectives.

Digital technology has the potential to enhance the immersive experience of reading physical books.

• It was challenging to strike a balance between enhancing and detracting from the experience. My early ideas considered the tool itself more than the interactions, and shifting this focus helped me better reach my personal design goal.

• Technology can aid understanding of text, especially comprehending dense prose and becoming familiar with new terms.

• Opportunity for readers to get a concrete sense of their unique perspective when reading a text, especially as they re-read the same book or compare annotations with others.

Allowing learners to set personal goals is a powerful way to support learning, but they need support!

• Reading needs vary greatly across individuals!

• Learners need support in seeing their progress, making sense of provided data, and knowing what changes they should take to get closer to their goals.

• I created supports around vocabulary and comprehension skill development through reading, but I can see that this technology could support a wide range of skills and goals.