Integrating Motion-Capture Augmented Reality Technology as an Interactive Program for Children

Lin, Chien‐Yu; Chen, Chien-Jung; Liu, Yu-Hung; Chai, Hua-Chen; Lin, Cheng‐Wei; Huang, Yanwei; Chen, Ching-Wen; Lin, Chien-Chi

doi:10.1007/978-3-319-20684-4_15

Cited by 1 publication

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“…The advancement of information and communication technologies (ICT) has not only increased educational coverage by e-learning through the use of a variety of online platforms available today (Lin et al, 2015), but also offers diverse learning experiences that have been shown to impact learning processes in different ways. Proof of this is ubiquitous learning (u-learning), AR (AR), virtual reality (VR), mobile learning (m-learning), games, gamification, or learning analytics (Nincarean et al, 2013).…”

Section: Introductionmentioning

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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Section: Introductionmentioning

confidence: 99%