AR Computer-Assisted Learning for Children with ASD based on Hand Gesture and Voice Interaction

Amara, Kahina; Boudjemila, Chahrazed; Zenati, Nadia; Djekoune, Oualid; Aklil, Drifa; Kenoui, Mouna

doi:10.1080/03772063.2022.2101554

Cited by 5 publications

(1 citation statement)

References 24 publications

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“…Technology can give more benefits to enhance visualisation, excite, and motivate to support understanding in learning applications. There are a few AR frameworks available in relation to learning such as the AR framework on computer-assisted learning for children with ASD based on hand gesture and voice interaction that offers interactivity, engagement, and visual support during school or cognitive therapy sessions [19], FECTS framework: A Facial Emotion Cognition and Training System for Chinese Children with Autism Spectrum Disorder the focuses on autism intervention study for improving the emotion recognition of Chinese children with an autism spectrum disorder [20] and AiLeaD framework for developing an augmented reality immersive learning design. Based on survey paper of [21] analyses the applicability of frameworks in learning and highlights the benefits and challenges of AR frameworks for object recognition, including the key features, capabilities, and limitations of AR frameworks such as ARToolkit, Vuforia, and ARCore and evaluates their effectiveness for educational purposes.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality Frameworks for Object Recognition in Learning Application Domain: A Systematic Review

Intan Nadiah Abdul Hakim,

Ummul Hanan Mohamad

2023

ARASET

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Object recognition is a technology based on computer vision techniques to identify the object in images or video. A previous study revealed that object recognition is useful to improve the learning outcome in augmented reality applications. However, there is yet to be a comprehensive augmented reality (AR) framework on object recognition in the learning application domain setting. This study aims to review the existing AR frameworks in object recognition and highlight the important components needed in AR framework. This Systematic Literature Review (SLR) was developed based on the PRISMA method. A preliminary search resulted in a total of 70 articles. After the removal of duplicates and a more rigorous screening based on the titles and abstracts, the number of articles was reduced to 26 articles. Then, for final review, only 9 articles were chosen. Based on the SLR, the components needed in the AR framework for object recognition are tracking, image classification, object localization, object detection, object segmentation, interface and interaction. Some of the limitations identified from the existing AR framework for object recognition include the lower-resolution camera that uses compressed images and due to the low detection accuracy and the limited of the tools. The proposed framework suggests the initial for AR framework object recognition.

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Section: Introductionmentioning

confidence: 99%

Augmented Reality Frameworks for Object Recognition in Learning Application Domain: A Systematic Review

Intan Nadiah Abdul Hakim,

Ummul Hanan Mohamad

2023

ARASET

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How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review

Newbutt,

Glaser,

Francois

et al. 2023

J Autism Dev Disord

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The primary aim of this systematic review is to investigate the inclusion of autistic individuals in the design process of immersive technologies. This study follows the preferred reporting items for systematic reviews and meta-analyses standards for systematic literature reviews. To ensure the research questions and subsequent stages of the review incorporate pertinent parameters, the problem, interest, context framework has also been employed. Findings highlight that, while early proponents of immersive technology emphasized the importance of user involvement in design of new technology, immaturity of the technology often limited the implementation of direct user input to the design process. Nonetheless, analysis of the literature published between 2002–2022 identified 20 studies in which substantial influence of autistic individuals and stakeholders was found in the design process of immersive technologies. The roles of autistic individuals varied from active co-designers and co-creators to essential contributors in refining prototypes and providing critical feedback, ensuring the final products align with their needs and preferences. Results underscore the need to align research and design of immersive technologies more closely with the priorities and preferences of autistic individuals. Further is needed regarding actively involving autistic individuals in the design and implementation of immersive technology applications. On this basis, we maintain that more inclusive and effective deployment of immersive technologies is needed in order to ensure that resultant technologies are fit for purpose and address the actual needs of the autistic community.

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A systematic review on vocabulary learning in AR and VR gamification context

Haoming,

Wei

2024

Computers & Education: X Reality

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AR Computer-Assisted Learning for Children with ASD based on Hand Gesture and Voice Interaction

Cited by 5 publications

References 24 publications

Augmented Reality Frameworks for Object Recognition in Learning Application Domain: A Systematic Review

Augmented Reality Frameworks for Object Recognition in Learning Application Domain: A Systematic Review

How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review

A systematic review on vocabulary learning in AR and VR gamification context

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