Assessing the Effectiveness of an Augmented Reality Application for the Literacy Development of Arabic Children with Hearing Impairments

Al-Megren, Shiroq; Almutairi, Aziza

doi:10.1007/978-3-319-92252-2_1

Cited by 9 publications

(4 citation statements)

References 25 publications

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“…Meanwhile, a role-playbased AR approach holds potential as an effective learning strategy (Dunleavy & Dede, 2014), for learners assuming roles within real-life settings. This study also addresses the potential of using AR in learning numeracy and literacy skills (Al-Megren & Almutairi, 2018;Cascales-Martínez et al, 2017;Salah et al, 2017). AR allows the development of new skills through taskspecific training, which involves repeated practice of the same task in an environment with enhanced verbal or visual cues for HD, ID, and DS learners (Toglia et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta-Analysis of Group Design Studies

Baragash

Al-Samarraie

Moody

et al. 2020

J Spec Educ Technol

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Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills. This meta-analysis study examined the effect of AR on functional skills acquisition across individuals affected by different disabilities. Group design studies based on a random-effects model alongside the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were used in this study. A total of 119 individuals with different types of disabilities (including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, Down syndrome, hearing disability, and visual disability) were obtained from seven studies. The overall effect size of AR across the seven studies was significant. The results showed that AR can be effective and helpful for individuals with disabilities to help them make daily decisions and guide their actions in society. The implications for practice and research as well as the possible areas that require further investigation are discussed.

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Section: Discussionmentioning

confidence: 99%

Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta-Analysis of Group Design Studies

Baragash

Al-Samarraie

Moody

et al. 2020

J Spec Educ Technol

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“…The links can also be provided with CI either by signers but also by teachers (Parton, Hancock, & Dawson, 2010). A multimodal approach is also possible and preferred (Al-Megren & Almutairi, 2018;Cadeñanes Garnica & Arrieta, 2014) for inclusion together with non DHH people. Object recognition is another AR technology to detect threedimensional objects in the environment either with a (depth) camera or light detection and ranging (LiDAR).…”

Section: Opportunities Of Ar For Dhh Peoplementioning

confidence: 99%

Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities

Westin

Neves

Mozelius

et al. 2022

ECGBL

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Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions.

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“…, 2021). In addition, AR will function as a supportive element in learning, favouring physical and navigational skills for students with SEN (Al-Megren and Almutairi, 2018; Yilmaz et al. , 2021).…”

Section: Introductionmentioning

confidence: 99%

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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Assessing the Effectiveness of an Augmented Reality Application for the Literacy Development of Arabic Children with Hearing Impairments

Cited by 9 publications

References 25 publications

Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta-Analysis of Group Design Studies

Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta-Analysis of Group Design Studies

Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities

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

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