Using a videogame with augmented reality for an inclusive logical skills learning session

Tobar-Muñoz, Hendrys; Fabregat, Ramón; Baldiris, Silvia

doi:10.1109/siie.2014.7017728

Cited by 15 publications

(5 citation statements)

References 13 publications

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“…Development of cognitive skills (4%) (Benda et al, 2015; Bülbül et al, 2016). The student-centered nature of technology (4%) (Tobar-Muñoz et al, 2014; Tentori et al, 2015). Reinforcement of student attention (4%) (Vinumol et al, 2013; Escobedo and Tentori, 2014).…”

Section: Results Reportmentioning

confidence: 99%

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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: Results Reportmentioning

confidence: 99%

“…In their work, Tobar-Muñoz et al (2014) designed a digital game with AR called Gremlings [sic] in my Mirror, focused on the development of logical skills in mathematics, which was evaluated with children with diverse learning needs such as: Attention Deficit Hyperactivity Disorder, Autism, Down Syndrome, among others.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

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“…This paper also targets children in both elementary and preschool. Tobar-Muñoz et al [71] present an AR tool for children with varied ages and special needs. Finally, four papers are targeted to workers in different fields, such as engineering [8] and surgery [45].…”

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

“…The most common way was the teacher(s), or in some cases, schools directors, working as consultants or curators. Teachers were consulted for different purposes, such Table 5 Technologies AR is combined with Study Reference AR Combination [50], [44], [42], [74], [71], [52], [64], [38], [32], [37], [69], [49], [80], [62], [7], [36], [9], [79], [48], [31], [8], [10], [45], [53], [18], [75], [19], [20], [51], [8], [77], [30], [82], [67], [70], [76] None [13] YouTube tutorial [27] Personal blogs [28] Digital sketching [17] Notes and texts provided by the teacher […”

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

et al. 2019

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Education has benefited from augmented reality's (AR) potential to promote interactive experiences both inside and outside the classroom. A systematic review was conducted on how AR's impact in the learning process has been evaluated. We selected papers from 2009 to 2017 in three databases, IEEE, ACM, and Science Direct, using an open-source crawler, and in one Brazilian Conference, SBIE. We followed the PRISMA protocol. Forty-five works were selected and used to extract data for our research. They were also analyzed according to quantitative and qualitative criteria. The results from all the papers are available in an online database. Results evidenced an increase in the number of papers evaluating the AR's impact in education. They also showed that AR has been applied in different areas and contexts. Most papers reported positive outcomes as a result of AR insertion. However, most studies lacked the involvement of the teacher and the use of multiple metrics to evaluate educational gains.

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“…The work [45] designed a video game, which shows the combination of AR and DGBL makes inclusion of children towards learning process, need to test the game with different environments. The study [46] uses video game for 20 kids and result shows that students are motivated towards learning process, further need to observe AR and DGBL and game design principles need to be tested.…”

Section: Different Application For Adhdmentioning

confidence: 99%

Classification of Attention Deficit Hyperactivity Disorder (ADHD) Considering Diagnosis and Treatment

Sumathi¹,

Cholli²,

Nayak³

2019

IJMECS

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Attention Deficit Hyperactivity Disorder (ADHD) is the most frequent brain disorders in children. Brain is the greatest complicated data processing part in human body. ADHD can begin in childhood age and may extend till adolescent too. ADHD patients activities/actions/behaviour are totally different from non ADHD patients. To solve the problem in early stage is more precious contribution for children life. Otherwise the disorder may cause further destruction in child brain. An activity of ADHD child is: carelessness, impulsive, and feverish. These activities may be common in other children too but for ADHD patients these activities are more severe and more often occurs. ADHD can arise problems at school, home, it may affect children learning ability, and child may not join with others. ADHD is one among many childhood syndromes. The paper summarises the different ADHD diagnosis methods and suggested treatments for the disorder.

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Using a videogame with augmented reality for an inclusive logical skills learning session

Cited by 15 publications

References 13 publications

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

Classification of Attention Deficit Hyperactivity Disorder (ADHD) Considering Diagnosis and Treatment

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