Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities

The Relationships Between Augmented Reality and Inclusive Education in Higher Education

“…When used in the training sphere (hypothesis 1) it drives and motivates creativity in the students, as they can experience the content they are learning in the first person, meaning that the link between theory and experimentation becomes evident (Chen and Tsai, 2012;Wei et al, 2015). If we focus on the main objective of this study, which was none other than determining if AR can be used in the area of inclusive education (Lin and Chao;Fombona et al, 2012), we verified that students enrolled in the Master' s degree in Inclusive Education agree that it can, just as in the works by Chen, Lee and Lin (2016), which reflected on the possibility of using it with autistic children, or the work by McMahon, Cihak, David and Wright (2015), who presented their advances also with autistic children as well as those who had intellectual disability, or the work by Lin and Chang (2015), as well as interculturalism and multiculturalism, visual, motor, psychological, hearing disabilities or those who have high abilities (hypothesis 2 and 3) (Seo et al, 2006;Cozar et al, 2015;Wojciechowski and Cellary, 2013). Nonetheless, just as in the work by Chiang, Yang and Hwang (2014), we found that the variety of devices, as well as images and their quality or lack of, make it so that AR cannot be a tool to be used with those who are visually impaired.…”

Augmented Reality : Reflections on its Contribution to Knowledge Formation

“…By wayofexample, software Scratch 2.0d esigned by the Media Laboratory at MIT( http://scratch.mit.edu) was used together with aw ebcamt oc atch movements. Participants could watch the computer screen in front of them, while twos peakers werep ut on the floor.Thus, when participantsd id the correct foot lifting,t hey receivedd ynamic pictures and sounds as feedback (Lin/Chang 2015).…”

Augmented Reality as a New and Innovative Learning Platform for the Medical Area

“…This system allows students to identify each anatomical part, but not only shows those anatomical parts but also that the interaction is more dynamic and in greater detail. For its part, the "Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities" system, shown in [18], uses an interactive game for body movement, whose purpose is to improve children's driving force with a disability To conclude with the applications of the AR, in Magic Book [19], which is a normal book containing bookmarks, the system when it detects a bookmark then shows a three-dimensional image or starts a video story. In addition, in this system users can feel the sensation of flying and appreciate themselves as avatars of a story, that is, the user can enter the virtual world of the book.…”