Augmented Reality for Learning  in People with Down Syndrome: an exploratory study

Sabarís, Rosa María Martín; Brossy-Scaringi, G

doi:10.4185/rlcs-2017-1189en

Cited by 7 publications

(6 citation statements)

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“…Similar to an earlier study, our study also identified significant differences in verbal and non-verbal communicative skills among the different age groups [23]. The delays in learning or understanding verbal speech among children with DS can be attributable to a variety of factors which may also include age-related differences.…”

Section: Discussionsupporting

confidence: 88%

Age and gender-related differences in quality of life of Bangladeshi patients with Down Syndrome: A cross-sectional study

Islam

Sumit

Chowdhury

et al. 2022

Heliyon

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Currently available screening instruments for evaluation of individuals with intellectual disabilities do not capture all the complications associated with Down Syndrome (DS). Here, we examined age and gender-specific variability revolving around major challenges related to ophthalmologic and auditory health, social integration, daily life, and behavioral problems in 468 (age: 2-84 years) individuals with DS living in all eight divisions of Bangladesh. More than half of the children presented with significant difficulty in walking or other targeted movements compared with 37.9% of adolescents (p ¼ 0.03). Nearly 70% of children exhibited communication difficulties, particularly revolving around the understanding of speech, comprehending or learning tasks or new materials, and in expressing thoughts in words or behaviors (p ¼ 0.003-0.006). Uncontrolled urination was frequent and predominantly found among children (p ¼ 0.04). No significant differences were present in females vs. males except for concern about physical appearance (females: 58.5% vs. males: 47.5%; p ¼ 0.02). The severity of DS was associated with intellectual performance, communication difficulties, and self-sufficiency (i.e., uncontrolled micturition or bowel movements) but not with psychotic, ophthalmologic, auditory, or motor skillsrelated problems. Increased awareness of DS phenotypic profiles among professionals and caregivers can foster earlier detection and counselling and help formulate appropriate interventions to reduce long-term sequelae and enhance cognitive and behavioral developmental outcomes.

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Section: Discussionsupporting

confidence: 88%

Age and gender-related differences in quality of life of Bangladeshi patients with Down Syndrome: A cross-sectional study

Islam

Sumit

Chowdhury

et al. 2022

Heliyon

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“…Helping with immediate memory has been identified as the fifth advantage most frequently stated in the studies, something that is also called short-term memory (6%) (Vullamparthi et al, 2013; Cihak et al, 2016; Martín-Sabarís, 2017).…”

Section: Results Reportmentioning

confidence: 99%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

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The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.

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“…The handheld AR application by Martin-Sabaris et al [53] explored the utility of using AR in the context of communication and learning for people with Down Syndrome with immersive audiovisual tools. Through an evaluation conducted with 15 participants in which a museum was augmented with additional content, they found that some participants were more focused on the exhibits using their AR application.…”

Section: Adultsmentioning

confidence: 99%

Augmented reality action assistance and learning for cognitively impaired people

Blattgerste

Renner

Pfeiffer

2019

Proceedings of the 12th ACM International Conference on PErvasive Technologies Related to Assistive Environments

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Augmented reality (AR) is a promising tool for many situations in which assistance is needed, as it allows for instructions and feedback to be contextualized. While research and development in this area have been primarily driven by industry, AR could also have a huge impact on those who need assistance the most: cognitively impaired people of all ages. In recent years some primary research on applying AR for action assistance and learning in the context of this target group has been conducted. However, the research field is sparsely covered and contributions are hard to categorize. An overview of the current state of research is missing. We contribute to filling this gap by providing a systematic literature review covering 52 publications. We describe the often rather technical publications on an abstract level and quantitatively assess their usage purpose, the targeted age group and the type of AR device used. Additionally, we provide insights on the current challenges and chances of AR learning and action assistance for people with cognitive impairments. We discuss trends in the research field, including potential future work for researchers to focus on. CCS CONCEPTS • Human-centered computing → Human computer interaction (HCI).

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Augmented Reality for Learning in People with Down Syndrome: an exploratory study

Cited by 7 publications

References 0 publications

Age and gender-related differences in quality of life of Bangladeshi patients with Down Syndrome: A cross-sectional study

Age and gender-related differences in quality of life of Bangladeshi patients with Down Syndrome: A cross-sectional study

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Augmented reality action assistance and learning for cognitively impaired people

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