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

Abstract

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.

La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis

“…Este resultado torna en consonancia de los resultados expresados en investigaciones previas (Cabero & Roig, 2019;Tzima, Styliaras & Bassounas, 2019). De esta misma manera, la inferencia extraída de este estudio también guarda relación con los resultados de las revisiones sistemáticas referenciadas anteriormente, lo cual aporta consistencia al argumento que pretende dar este trabajo (Pellas, Fotaris, Kazanidis & Wells, 2019;Quintero, Baldiris, Rubira, Cerón & Vélez, 2019).…”

Optical see-through head-mounted display (OST-HMD)–assisted needle biopsy for breast tumor: a technical innovation

“…AR is a variant of virtual reality (VR), adding, deleting, emphasizing, or attenuating information in the surrounding reality at the time in question, literally expanding the real world seen by humans [14,15]. While VR replaces reality with an artificially constructed reality, AR modifies part of reality [14,15]. Information has been presented for all human sense organs and somatosensory sensations, including sight, hearing, and touch, as a way to extend the reality of computers.…”

“…On the other hand, augmented reality (AR) is a new technology that provides new awareness by using a computer to extend the real environment perceived by humans, that is, by superimposing information on objects in the reality space [14,15]. AR was introduced in the medical field in recent years, and there are reports of its use for diagnostic imaging and surgical support [16][17][18][19][20][21].…”

Use of Augmented Reality with a Motion-Controlled Game Utilizing Alphabet Letters and Numbers to Improve Performance and Reaction Time Skills for People with Autism Spectrum Disorder

“…10 In a systematic review of AR in educational inclusion in the last decade, the main advantages reported in the studies included increasing motivation, facilitating interaction, and maintaining the interest of students. 11 In our own review, we have previously concluded that is a valuable tool, because ASD children's interest is aroused by this technology, which they find attractive and motivating. 12,13 AR applications can stimulate problem-solving skills for cognitive empowerment in typically or atypically developing children, as well as promoting inclusion and social integration as would be desirable in educational and group rehabilitation settings.…”