Is It Possible to Improve the Learning of Children with ASD Through Augmented Reality Mobile Applications?

Romero, Mónica R.; Macas, Estela; Harari, Ivana; Díaz, Javier

doi:10.1007/978-3-030-42520-3_44

Cited by 10 publications

(5 citation statements)

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“…This required some time for the kids to get used to of the audio; however, 5 out of 6 kids were able to speak out the alphabets by listening to the audio within the first 3-5 min of interaction This work has not been documented in previous studies because it works on a specific activity such as learning the alphabet. Also, the AR tool used is not mobile, it only uses the Kinect 3D camera to capture the letters that the participants make in the arena Romero et al (2019) Data collection was qualitative in nature. Regarding verbal communication, the professionals agree that verbal and non-verbal communication has improved.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of emotions, this was one of the most notable characteristics, and the professionals emphasised that laughter, astonishment, happiness, joy, among others, were the most outstanding emotions during the sessions. About the level of stress was one of the most noticeable parameters, the patient managed to calm her stress level during the sessions, showing herself to be more peaceful and relaxed for the execution of tasks The work by Romero et al (2019) presents its results in a qualitative way; perhaps, this is the reason why other authors have not included this research in their bibliometric reviews Hsu and Lee (2020) Autistic children showed excellent scores in all aspects of the MBS system after four times of participation, as shown in the scoring performances focused on SL-ARS system learning. After the intervention in mutual attention, the autistic children had an average score of 5 with systematic learning in SL-ARS; in meaningful conversation, the autistic children scored an average of 5.3; in responses, the average score was 5; in collaboration, the average score was 4; and finally, in affect sharing, the average score was 4.3.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, papers consisting of a sample of one participant occupy 10.71% of the publications. In this line, it can be featured the work ofRomero et al (2019). This is the only one that includes families and therapists in the design process unlike the rest of the works.…”

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confidence: 99%

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The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020

Lledó

Cerdá²,

Lorenzo-Lledó‬³

2022

JET

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PurposeMore and more diversity is present in our classrooms. As teachers, we must be able to respond to the different levels of learning presented by our students. Therefore, it is necessary to use the new emerging technologies as elements of response. Thus, the purpose of this paper is to develop a systematic and thematic review of the application of augmented reality (AR) in the learning of autistic students in the educational setting during the period 1996–2020 using the Web of Science and Scopus databases.Design/methodology/approachFor this purpose, one of the bibliometric techniques called systematic and thematic review has been used. This technique is supported by the preferred reporting items for systematic reviews methodology, and it uses a quantitative and qualitative approach. The thematic analysis will be carried out on 28 documents based on a series of indicators, including sample size, hardware devices, way of storing the information and findings obtained in the research.FindingsThe results of the work indicate that the average size of the sample is three participants, and that the most worked area has been social skills using tablets. In addition, bookmarks are often used as an element of information storage in AR.Originality/valueThe main contribution of this work focuses on the establishment of a series of thematic variables that will serve for the later development of an action protocol for the creation of AR activities for autistic students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020

Lledó

Cerdá²,

Lorenzo-Lledó‬³

2022

JET

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“…Autism spectrum disorder, henceforth ASD, can be defined as a complex neurodevelopmental disorder [8]- [10], which is detected in the early years and lasts a lifetime [12]. The NICT, considering it as a facilitator of the decoding of information, is logical, concrete, located in a space, not the verbal language that is invisible, temporary and abstract , [17], [18. Thus, the research first proposes an intervention plan that uses NTIC that can be used by educators, psych pedagogues, therapists, parents who work daily with ASD children. [15], [16], making use of augmented reality [17], for this purpose the software called Hope (Hoope) is used, in order that children can develop certain skills and abilities.…”

Section: Introductionmentioning

confidence: 99%

Hope Project: Development of Mobile Applications with Augmented Reality to Teach Dance to Children with ASD

Romero

Harari

Díaz

et al. 2023

Lecture Notes in Electrical Engineering

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New ICT information and communication technologies, and specifically augmented reality (AR), are providing educators with effective strategies that allow them to be more effective in teaching-learning processes in children with ASD. This research aimed to develop an intervention plan to improve certain skills in children with ASD. Through a qualitative-quantitative, descriptive, experimental study, the Hoope software used as an innovative resource. At the end of this research, we can conclude that through augmented reality (AR) we reinforce and innovate certain teaching-learning processes, showing favorable results that show that through an intervention plan through NICT there may be positive impacts on children with ASD.

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“…A partir del análisis de los estudios que se enfocaron en la RA para la población infantil con desorden del espectro autismo, se pudo comprender lo siguiente (Romero, Harari, & Macas, 2020).…”

Section: Conclusiones Acerca De La Fundamentación Teórica Y Metodológicaunclassified

Hope Project: Realidad aumentada para procesos de enseñanza y aprendizaje en la población infantil TEA

Pazmiño¹

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El objetivo de esta investigación fue el análisis, diseño, implementación y evaluación del impacto de un prototipo de software denominado Hope basado en realidad aumentada en adelante RA, orientado al fortalecimiento de las capacidades de aprendizaje social y desarrollo cognitivo de la población infantil con Características de Espectro Autista en adelante TEA. Para la consecución de este objetivo se planificó trabajar en tres aristas principales como: la exploración del papel de las Tecnologías de Información y Comunicación en adelante TIC, el análisis del potencial de accesibilidad y usabilidad de un conjunto de aplicaciones educativas desarrolladas para población infantil TEA, además validar el impacto y la efectividad del prototipo de software, desde la perspectiva de diseño centrado en usuario en adelante DCU, basado en RA y orientado a la población infantil TEA. Esta investigación utilizó el paradigma mixto: cualitativo y el cuantitativo, se ubica en un nivel de indagación integrativo y alcance propositivo. Se planteó entonces cuatro niveles de investigación que han resultado fundamentales para la presente investigación: perceptual, aprehensivo, comprensivo, integrativo, que permitieron valorar y reinterpretar la información desde un enfoque evaluativo. De esta manera, los procesos de exploración, descripción y análisis de la realidad estudiada derivan en la formulación y evaluación de una propuesta particular con impacto real para el contexto hacia el cual se dirige: Estudiantes con TEA de la institución Centro Ludic Place, un centro de atención integral ubicado en la ciudad de Quito Ecuador, donde se contó con la participación de un equipo multidisciplinario de varias áreas del saber, en la presente investigación participaron 273 personas escogidas mediante un muestreo aleatorio simple, se utilizaron varias técnicas de recolección de datos e instrumentos como la encuesta, entrevistas, observación in situ y juicio de expertos. Las principales conclusiones arribadas en el estudio según los niveles de indagación propuestos pasan por los diferentes estadios de complejidad investigativos previos a lo propositivo, como la exploración diagnóstica de las Tecnologías de la Información y de las Comunicaciones en adelante TIC y la integración de la RA, como estrategia educativa para la estimulación y desarrollo cognitivo. Así mismo, se realizó un análisis técnico y funcional de aquellas aplicaciones desarrolladas para la población con TEA, a partir de la evaluación y análisis de las cualidades de las aplicaciones seleccionadas y la experiencia de trabajo. Se realizó el análisis, y se desarrolló un software basado en un diseño centrado en usuario que incluyó criterios de calidad, usabilidad y funcionalidad diferenciales frente al actual estado de aplicaciones orientadas a la población infantil TEA y basadas en RA. La experiencia se describe a través de varios estudios que muestran resultados alentadores y hasta cierto punto prometedores sobre el uso de RA para mejorar procesos de enseñanza y aprendizaje de la población infantil TEA.

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Is It Possible to Improve the Learning of Children with ASD Through Augmented Reality Mobile Applications?

Cited by 10 publications

References 9 publications

The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020

The application of augmented reality in the learning of autistic students: a systematic and thematic review in 1996–2020

Hope Project: Development of Mobile Applications with Augmented Reality to Teach Dance to Children with ASD

Hope Project: Realidad aumentada para procesos de enseñanza y aprendizaje en la población infantil TEA

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