Augmented reality in special education : a meta-analysis of single-subject design studies
- Submitting institution
-
Coventry University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 38012809
- Type
- D - Journal article
- DOI
-
10.1080/08856257.2019.1703548
- Title of journal
- European Journal of Special Needs Education
- Article number
- -
- First page
- 382
- Volume
- 35
- Issue
- 3
- ISSN
- 0885-6257
- Open access status
- Compliant
- Month of publication
- December
- Year of publication
- 2019
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
3
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- Yes
- Additional information
- This study sought to examine the effectiveness of Augmented Reality (AR) applications in improving the learning and skill acquisition of individuals with additional needs in order to inform the design of AR-based learning tools. This research underpins the design and development of AR applications, and the researcher works closely with colleagues in immersive media and gamification submitted to this unit.
A meta-analysis of the overall effectiveness of AR on individuals with different disabilities in single-subject studies was conducted following the PRISMA guidelines. Sixteen single-subject studies on a more restricted subset of special educational needs types that matched the eligibility criteria were considered to explore the effect of AR on the acquisition of four types of skills: (a) social, (b) living, (c) learning, and (4) physical.
The results showed that the AR applications had a large effect across the 16 single-subject studies. The effect of AR was the largest in promoting an individual’s learning skills, followed by social skills, physical skills, and living skills.
This meta-analysis study has offered insight into the relative success of AR in promoting academic and functional living skills to individuals with disabilities. The approach has provided clarity of the role AR can provide in promoting positive social behaviours, such as emotional recognition and communication, especially for individuals with ASD. By bringing studies together for the first time it also offers research-based guidance to decision-makers and designers on how best to deploy AR for supporting adolescents with additional needs.
This work was funded by the Researchers Supporting Project (RSP-2019/102), King Saud University, Riyadh, Saudi Arabia. It has influenced research in both the design of AR (such as in user personalisation) and in the development of AR use in nursing and health education, and in special needs education.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -