An Augmented Reality-Based Framework for Assisting Individuals with Autism and Cognitive Disorders

Geroimenko, Vladimir; El-Seoud, Samir Abou; Halabi, Osama

doi:10.18178/ijiet.2018.8.12.1160

Cited by 4 publications

(1 citation statement)

References 17 publications

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“…Another challenging task to study was to build an efficient system of AR media content. The use of certain media such as video, audio, picture or text has in specific been found to impact on specific tasks, circumstances and problems [12].…”

Section: Resultsmentioning

confidence: 99%

Application of Augmented Reality in Learning Bakery for Autism Spectrum Disorder

Mohd*,

Shahbodin,

Suparjoh

et al. 2019

IJEAT

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Many young children with ASD have difficulty learning the language spoken. Some kids can use just single words while others can create sounds. Someone else couldn't talk at all. Communication is a vital skill in life that contributes to improved interactions and quality of life. Researchers think it's difficult for all young children who have communication impairments to generate and maintain a mental representation in conjunction with the instant fact, that building capabilities are critical. A child with ASD can be taught to interact in numerous distinct ways. For example, a child can study to use the sign language, exchange objects or images and use a voice output electronic device. All these methods of communication are efficient and useful, but we would also like to teach the child to interact with the language spoken. The questionnaire has been distributed to the target user who is a special education teachers from PEMATA for user acceptance testing. Each respondent runs individual tests after the developer provides a brief explanation of the application. They need to scan and test the augmented reality applications on recipe book.

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Section: Resultsmentioning

confidence: 99%

Application of Augmented Reality in Learning Bakery for Autism Spectrum Disorder

Mohd*,

Shahbodin,

Suparjoh

et al. 2019

IJEAT

View full text Add to dashboard Cite

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Immersive language learning: evaluating augmented reality filter for ESL speaking fluency teaching

Mohd Nabil,

Nordin,

Ab Rahman

2024

JRIT

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PurposeThis study aims to explore how the integration of augmented reality (AR) filters into English as a second language (ESL) can enhance speaking fluency teaching. The study sheds light on how AR filter can be best implemented in speaking fluency teaching by the innovative opportunities to transform language learning experiences. In this study, ESL teachers' perceptions and experiences with AR filters in speaking fluency instructions were examined through qualitative research method.Design/methodology/approachThis study is an evaluation stage study within a bigger study which utilized design and developmental research (DDR) approach. In this third phase of DDR which is the evaluation phase, this study involved semi-structured interviews with six ESL teachers from six different public secondary school settings. Thematic analysis was conducted on the interview transcripts.FindingsData analysis revealed several key findings regarding the utilization of AR filters in ESL speaking fluency teaching. Firstly, participants reported that AR filters can be best used in various educational settings. Secondly, AR filters were found to provide supports for various students’ levels. Thirdly, participants identified that AR filters can be best used to cater students with diverse learning styles.Research limitations/implicationsThe work aims to help ESL educators in using AR filters in their speaking fluency teaching. The limitation of this study is that it includes only the experience of teachers from a public secondary school setting without taking into consideration other secondary institutions such as ESL teachers from private schools or boarding schools. The generalizability of our findings may be affected due to our reliance on self-reported data from a small sample size.Practical implicationsThe implications of these findings for ESL pedagogy and teacher professional development are discussed. By incorporating AR filters into ESL speaking fluency instruction, educators can create speaking fluency teaching in various settings such as formal and informal settings. Furthermore, ESL teachers may immerse students in environments that cater to the diverse language learners' styles and language levels through the use of AR filter. Overall, this research contributes to a deeper understanding of the potential of AR filters to transform ESL teaching and learning practices, paving the way for future innovations in language education.Originality/valueAvailable studies exploring AR in English teaching exist, but very limited of those utilized markerless AR, in the form of AR filters with speaking fluency teaching. Also, this paper focused on teachers’ experience with AR filters in contrast to students’ experience in public secondary school settings.

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he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders

Dyulicheva¹,

Kosova²,

Uchitel³

2020

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.

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An Augmented Reality-Based Framework for Assisting Individuals with Autism and Cognitive Disorders

Cited by 4 publications

References 17 publications

Application of Augmented Reality in Learning Bakery for Autism Spectrum Disorder

Application of Augmented Reality in Learning Bakery for Autism Spectrum Disorder

Immersive language learning: evaluating augmented reality filter for ESL speaking fluency teaching

he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders

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