Augmented reality in special education: a meta-analysis of single-subject design studies

Abstract

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Exploring the Impact of Augmented Reality in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

“…Findings indicate that AR technology is an effective instructional strategy for teaching a multitude of behaviors in real-world settings for children and adolescents with autism [ 14 ]. AR applications can contribute to the way individuals with ASD learn daily life skills as well as can facilitate individuals’ understanding of social communicative behavior, enhancing attentional capacities and contributing to the recognition of facial emotions, among other advantages.…”

“…Studies have identified the advantages provided by computerized learning of different functional and social skills [ 11 , 14 ]. Specifically, among the strengths of the use of technology in interventions addressed at children with ASD, the possibility to clearly define tasks, to keep the focus of attention, to minimize distractions, and to facilitate personal skills and strategies with a tool that can be used for many applications is noteworthy.…”

“…Specifically, in this area, AR has shown some advantages with respect to more traditional interventions, as it allows individuals with ASD to be treated in more ecological and realistic environments that may be manipulated and adapted to the specific and heterogeneous characteristics that children and adolescents with ASD exhibit [ 12 ]. Therefore, this kind of treatment would allow greater ecological validity in controlled environments and the skills learnt would be generalizable to other areas and daily life contexts [ 13 , 14 ].…”

“…AR technologies are simpler and more versatile because they use a wide range of devices, for example, tablets or Smartphones, better adapting the interaction to the real world. Research indicates that the applications based on AR allow children with ASD to engage in numerous multimodal interactions, facilitating the learning process of different abilities through the intervention programs, in comparison with VR [ 13 , 14 ].…”

Mathefunic: A Mobile Based Game for Engaging Children with ADHD

“…Children with ADHD can be grouped based on symptoms with one group showing inattention only, another hyperactivity or impulsiveness and then a group which evidences all the symptoms [6]. Several studies have been reported in literature on the relationship between computer technologies and learning process of children with ADHD, including improving the learning and skill acquisition of individuals with special needs [7], improving ADHD individuals' executive functions through [6], and engaging children with ADHD using Sifteo cubes technology [8].…”