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

  1. Gómez-Puerta, Marcos 1
  2. Chiner, Esther 2
  3. Melero-Pérez, Paola 2
  4. Lorenzo Lledó, Gonzalo 2
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revue:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Année de publication: 2019

Titre de la publication: Psicología de la Educación y Saberes Originarios

Volumen: 3

Número: 1

Pages: 473-486

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V3.1523 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objectifs de Développement Durable

Résumé

The present study reviewed nine publications related to the application of augmented reality(AR)-based interventions to people with intellectual disabilities (ID). The lines of research developed focus on the areas of education, personal autonomy and health promotion. The studies are theoretical frameworks, design of AR-based applications, or quasi-experimental study designs without a control group. The samples, all of less than 15 subjects, have been chosen under intentional criteria. The devices that seem to prevail as preferred for its application in this group are the portable ones due to the wide range of intervention possibilities that they offer as well as the development potential of the personal autonomy that they allow. Results offer a positive view of the application of this technology to people with ID, although the characteristics of the studies do not allow yet its generalization. Among the reported benefits are: enhancing learning achievement, motivation and enjoyment of tasks, helping to understand information, enhancing orientation, raising the level of engagement.

Références bibliographiques

  • Akçayir, M., Akçayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20(1), 1-11. Doi. https://doi.org/10.1016/j.edurev.2016.11.002
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47. Doi.10.1109/38.963459.
  • Belinchón, M., Casas, S., Díez, C. & Tamarit, J. (2014). Accesibilidad cognitiva en centros educativos. Madrid: Ministerio de Educación, Cultura y Deporte.
  • Chang, K.-E., Chang, C.-T., Hou, H.-T., Sung, Y.-T., Chao, H.-L., & Lee, C.-M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71(1), 185–197. doi:10.1016/j.compedu.2013.09.022
  • Chang, Y., Kang, Y., & Huang, P. (2013). An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments. Research in Developmental Disabilities, 34, 3049-3056.
  • Chiner, E., Gómez-Puerta, M., & Cardona-Moltó, C. (2017). Internet use, risks and online behavior: The view of Internet users with ID and their caregivers. British Journal of Learning Disabilities, 45, 190-197.
  • Colpani, R. & Petrucelli, M. R. (2015). An innovative augmented reality educational framework with gamification to assist the learning process of children with intellectual disabilities, In Proceedings of the 6th International Conference on Information, Intelligence, Systems and Applications (IISA)(pp. 1-6). doi: 10.1109/IISA.2015.7387964.
  • Covaci, A. Kramer, D. Augusto, J.C., Rus, S., & Braun, A. (2015). Assesing real world imagery in virtual environments for people with cognitive disabilities. In Proceedings of the 2015 International Conference on Intelligent Environments (pp. 41-48).
  • Didden, R., Scholte, R. H. J., Korzilius, H., De Moor, J. M. H., Vermeulen, A., O’Reilly, M., & Lancioni, G. E. (2009). Cyberbullying among students with intellectual and developmental disability in special education settings. Developmental Neurorehabilitation, 12(3), 146–151. https://doi.org/10.1080/17518420902971356.
  • Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17(1), 90-100. Doi. https://doi.org/10.1016/j.iheduc.2012.11.003
  • Gutiérrez, P. & Martorell, A. (2011) People with ID and ICTs. Comunicar, 18, 173-180. DOI: 10.3916/C36-2011-03-09
  • Hart T., O’Neil-Pirozzi T., & Morita, C. (2003) Clinician expectations for portable electronic devices as cognitive-behavioural orthoses in traumatic brain injury rehabilitation. Brain Injury, 17, 401-411. DOI: http://dx.doi.org/10.1080/0269905021000038438
  • Heyn, P. C., Baumgardner, C. A., McLachlan, L. & Bodine, C. (2014). Mixed-reality exercise effects on participation of individuals with spinal cord injuries and developmental disabilities: a pilot study. Top Spinal Cord Injuries Rehabilitation, 20(4), 338-345.
  • Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), 65-70.
  • McMahon (2014). Augmented Reality on Mobile Devices to Improve the Academic Achievement and Independence of Students with Disabilities (doctoral thesis). University of Tenessee, Knoxville, USA.
  • McMahon, D.D., Cihak, D.F., Gibbons, M.M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach individuals with intellectual disabilities to identify potencial food allergens. Journal of Special Education Technology, 28(3), 21-32.
  • Moher, D. Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L.A., & PRISMA Group (2015). Preferred Reporting Items for Systematic Review and Meta-analysis Protocols (PRISMA-P) 2015 Statement. Systematic Reviews, 4(1), 1-9. doi: 10.1186/2046-4053-4-1
  • Molin M., Sorbring, E. & Löfgren-Martenson, L. (2015). Teachers’ and parents’ views on the Internet and social media usage by pupils with intellectual disablities. Journal of Intellectual Disabilities, 19, 22-33. doi: 10.1177/1744629514563558
  • Nolen, A. L. (2009). The content of educational psychology: An analysis of top ranked journals from 2003 through 2007. Educational Psychology Review, 21(3), 279-289.
  • Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V., Buntix, W. H. E., Coulter, M. D., Craig, E. M., Gomez, S. C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K. A., Snell, M. E., Spreat, S.,
  • Tassé, M. J., Thompson, J. R., Verdugo, M. A., Wehmeyer, M. L., & Yeager, M. H. (2010). Intellectual Disability. Definition, Classification, and Systems of Supports. Washington: American Association on Intellectual and Developmental Disabilities (AAIDD).
  • Tenemaza, M., de Antonio, A., Ramírez, A., Vela, A., & Rosero, D. (2016). Adaptive Augmented Reality in Mobile Applications for Helping People with Mild Intellectual Disability in Ecuador. In Proceedings of the 12th International Conference on Web Information Systems and Technologies (WEBIST 2016)(vol. 2)(pp. 317-324). doi:10.5220/0005862203170324.
  • Vullamparthi, A.J., Nelaturu, S.C.B., Mallaya, D.D., & Chandrasekhar, S. (2013). Assistive learning for children with autism using augmented reality. Speaking albums and visual auditory schedulers. In Proceeding of the 2013 IEEE Fifth International Conference on Technology for Education (pp. 43-46). doi: 10.1109/T4E.2013.18
La source de données: Dialnet