Over the last few years, Augmented Reality (AR) has become one of the newest trends in technology due to its characteristics: ease of access to information on the world's reality and superimposition to the society of digital data in real time. Since the smartphone revolution, virtually everyone uses them continuously in their daily lives. These devices have a processor, GPS, screen, camera, microphone, etc., indispensable tools for AR experiences. Because of this, among other things, AR technology is constantly growing and captures the attention of many users around the world. Various studies show some relevant results in the intervention of Augmented Reality with students presenting with Autism Spectrum Disorder (ASD) in the acquisition of social skills that worked with parents, teachers and peers. Although ASD is highly heterogeneous, both in etiological issues and in the manifestations and evolution of symptoms at different stages of development, expression and presentation according to sex, age or co-morbidities presented; some of the impairments in the social skills of people with ASD have been described in various researches such as, for example, the presence of difficulties in intuitive comprehension in the social situation. Due to this, the objective of the work is to create a protocol of activities using Augmented Reality as a teaching methodology, to learn a specific routine that allows people with ASD, with verbal communicative behaviors and non-verbal communicative behaviors, to improve in the acquisition of communication and response to tasks and routines. The results obtained indicate that this protocol of activities that has been created allows people with ASD to obtain information from the world around them and respond safely to the demands of the environment. In addition, this protocol is characterized by following a favorable learning style for this disorder, as it studies how people with ASD obtain information about their environment.
Nowadays, we are faced with the constant development of a technological revolution. As a result, new paradigms are emerging in education that pose new challenges for schools that need to move in the same direction as society does. In this sense, the so-called traditional method is being replaced by new teaching methodologies that are characterized by the use of technological tools with the aim of achieving a more complete knowledge and personalized to the specific needs of students. Educational institutions include these changes, since they expect an improvement in student motivation and, as a consequence, an increase in academic performance. After studying the results of different studies, there is no doubt that the inclusion of new technologies is responding to the demands in education. One of the technologies used in education that has acquired a great boom in recent years is Augmented Reality (AR). This tool is being progressively incorporated as one of the emerging technologies with the most future projection. In this line, the real change is located in the school that defines the AR with characteristics such as efficiency, innovation and creativity. The aim of this study is to explain the differences between the traditional method used in school and teaching through the Augmented Reality of 21st century education. The results obtained show improvements in the teaching-learning process in the students according to the adaptability to the different learning difficulties of the students, changes in the organization and methodology of the classroom and, finally, the need to train teachers in all stages of education in information and communication technologies, specifically in the AR.
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