Using a Mobile App to Teach Individuals with Intellectual Disabilities to Identify Potential Food Allergens

Abstract

The purpose of this study was to examine the effects of using augmented reality applications to identify potential food allergens. Seven individuals with intellectual disabilities participated. Participants were shown how to use a mobile device equipped with the Red Laser application to identify potential food allergens. Results indicated a functional relation. All participants readily identified possible food allergens using augmented reality and maintained the skill six weeks later. Conclusions are discussed in the context of using augmented reality applications to increase independent living skills for individuals with intellectual disabilities.

Evaluating Augmented Reality to Complete a Chain Task for Elementary Students With Autism

“…Additionally, the students reported high levels of enjoyment from the ability to control their own learning, access the information independently, and from use of the augmented reality application overall. In another study, McMahon, Cihak, Gibbons, Fussell, and Mathison (2013) evaluated the effects of using an augmented reality application to identify potential food allergens for seven college students with autism and intellectual disability who attended a PSE program. The participants were provided instruction on using the augmented reality application to scan food product bar codes and determine whether or not the item contained specified ingredients, to which a person might be allergic.…”

Research review on augmented reality as an educational resource for people with intellectual disabilities

“…On the one hand, AR was used as a strategy for motivation and involvement in the tasks of a rehabilitation program based on physical exercise (i.e., biking, walking) (Heyn et al, 2014). On the other hand, McMahon et al (2013) used the Red Laser App to promote cognitive accessibility to food labeling information in supermarkets for people with ID with allergies to foods. This intervention was carried out in order that these people could identify the presence of allergens in certain foods before buying and/or consuming them.…”

“…However, this type of interventions used portable AR in a second moment, in order to evaluate the effectiveness of both training and the use of portable devices with AR for orientation in real contexts (Covaci et al, 2015). However, most studies analyzed (n = 5; 55%) used AR using portable devices (Heyn et al, 2014;McMahon, 2014;McMahon et al, 2013;Tenemaza et al, 2016;Vullamparthi et al, 2013). Figure 1.…”

“…Third, a line of work oriented towards the health of people with ID is identified. On the one hand, risk prevention is favored by the identification of allergens in food (McMahon et al, 2013) and, on the other, engagement in programs based on physical rehabilitation tasks is favored (Heyn at al., 2014). Chang et al (2013).…”

فاعلیة نمط استخدام الواقع المعزز فی التحصیل والانخراط فی التعلیم لدى التلامیذ منخفضی التحصیل بالصف الأول المتوسط بالسعودیة

“…Keywords: Augmented reality, Achievement, Engagement, Underachieving. McMahon, Cihak, Gibbons, Fussell, & Mathison, 2013;McMahon, et.al, 2016;Richard, Billaudeau, Richard, & Gaudin, 2007 .) ( ‫السابقة‬ ‫اسات‬ ‫الدر‬ ‫و‬ ‫األبحاث‬ ‫نتائج‬ ‫توضح‬ Estapa, & Nadolny, 2015;Kesim, & Ozarslan, 2012 Henrie, Halverson, & Graham, 2015;Lawson, & Lawson, 2013;Quaye, & Harper, 2014; .)…”