Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Abstract

American Psychiatric Association defined autism spectrum disorder as a neurological disorder due to which a diagnosed child may face difficulty in social communication or have a repeated or restricted set of behaviors. Learners with autism are primarily visual strategy learners, and they tend to learn better through pictures and images. Due to their cognitive disabilities, most learners with autism struggle to acquire new vocabulary. There have been many inventions invented by researchers all over the world to help autistic children with their education; however, not much emphasis put on the interventions that can assist autistic children with their English vocabulary learning process. Hence, this study intends to investigate the stakeholders’ acceptance and thoughts on the use of augmented reality mobile applications for children with autism. This study is a qualitative research study where interviews are used as an instrument to gather stakeholders’ views on the usefulness of the designed and developed augmented reality technology mobile application. This study involved seven respondents who come from different backgrounds and in different field areas. The results have gathered that the designed and developed mobile application has the prospect of helping children with autism with their English language learning process. With further improvements, the designed and developed mobile application is believed to be able to help autistic children to learn English vocabulary in a more exciting yet meaningful manner and at the same time help to spark their interest in their English vocabulary language learning process.

The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application

“…Additionally, it can be mentioned that, when effectively used, mobile applications can make studying enjoyable and fruitful for them. The results of this study supported the claims made by Hanna et al (2022), Hashim et al (2021), and Ur Rehman et al ( 2021) that assistive technology based on mobile applications had improved the social skills knowledge of ASD children. This study also discovers an intriguing fact: after utilising the MISSM application, ASD children exhibit a changed approach toward learning.…”

“…Since a recent study discovered that using assistive technology based on mobile applications significantly improved the teaching and learning of social skills in ASD children (Azahari et al, 2016;Hanna et al, 2022;Hashim et al, 2021;Ur Rehman et al, 2021), therefore, using assistive technology based on a mobile application to educate and acquire social skills in Malaysia might be considered a novel technique and supplemental aid. To their greatest potential, kids with ASD can benefit from the mobile application by strengthening their learning and information acceptance skills and learning to focus (Che Daud et al, 2018).…”

Toward digital participation in individuals with Autism Spectrum Disorder

“…Some interesting examples of new technology include sensors, VR, virtual agents, and AR (Valencia et al, 2019). Studies show the potential of AR to support children with ASD in school, especially for participation and learning (Hashim et al, 2021;Assis Freire de Melo et al, 2022). Finally, studies have investigated the use of technology and computer-based interventions to teach language and social skills to individuals with ASD (Grynszpan et al, 2014).…”