Teaching Mathematics, Science and Reading Skills to Students with Special Needs: A Review of Augmented Reality Studies

ÖZKUBAT, Ufuk; SANIR, Hanifi; ÖZÇAKIR, Bilal; İSLİM, Ömer Faruk

doi:10.53850/joltida.1001800

Cited by 3 publications

(1 citation statement)

References 32 publications

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“…Augmented reality (AR) has been confirmed to have great potential in education, leading to the development of popular teaching programs utilizing AR in mathematics, natural science, and literacy (Akçayır & Akçayır, 2017). This trend has also been observed in AR-related studies involving students with special needs, as AR has been found to have a positive effect on skills of on reading, math and science (Özkubat et al, 2022). Specifically, studies have shown that AR can increase students' concentration, interest, and independence in learning (Bower et al, 2014).…”

Section: Introductionsupporting

confidence: 53%

Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities

Tsai²

2023

J Spec Educ Technol

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Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)–based video prompting (VP) teaching model on the learning of functional living skills among elementary school students with intellectual and developmental disabilities. A multiple-probe, across-subjects, single-case research design was adopted to recruit three participants, namely, fifth- and sixth-grade students with IDDs in a special education program in an elementary school in Taichung City. The independent variable was the AR-based VP teaching model, and the dependent variable was the participants’ performance of functional living skills (cooking rice in a rice cooker). The results indicate that the intervention had immediate, maintenance, and generalization effects on all three participants. In addition, the participants noted that the teaching model relaxed and motivated them. The teachers also indicated that the teaching model motivated the students, resulted in positive learning outcomes, and strengthened the students’ ability to learn independently. Through this AR-based VP teaching model, students with developmental disabilities can improve their functional living skills.

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Section: Introductionsupporting

confidence: 53%

Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities

Tsai²

2023

J Spec Educ Technol

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Using Augmented Reality and a Social Robot to Teach Geography in Primary School

Pasalidou,

Fachantidis,

Koiou

2023

Lecture Notes in Computer Science

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Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines

Campado

Toquero

Ulanday

2023

International Journal of Professional Development, Learners and Learning

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This study examined the integration of assistive technology (AT) in teaching learners with special educational needs (LSENs) in selected schools in the Philippines. This aimed to determine the assistive technologies utilized in teaching the special education (SPED) learners. The research also examined the perceptions, challenges, and support mechanism in the integration of technology among SPED teachers. Key informant interviews or in-depth interviews were conducted amid the COVID-19 pandemic to 12 SPED teachers handling learners with special needs. The findings of the study revealed that the available assistive technologies are interactive multimedia and conventional technology. Educational apps and high-tech tools are also used but of limited number. As SPED teachers who are teaching LSENs use AT, they find it useful as a reinforcement to learning, provides satisfaction in teaching, and brings motivational impact to learners. However, this somehow leads to fixation of learners to technology. Inadequacy of resources, learners’ misbehavior during instruction, technological problems and poor mastery of skills are the identified challenges of SPED teachers. Financial, emotional, administrative, instructional and moral support are needed as a support mechanism. The study recommends for SPED schools to provide relevant trainings to SPED teachers on how to deal with the difficulties to meet the special needs of the learners.

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Teaching Mathematics, Science and Reading Skills to Students with Special Needs: A Review of Augmented Reality Studies

Cited by 3 publications

References 32 publications

Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities

Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities

Using Augmented Reality and a Social Robot to Teach Geography in Primary School

Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines

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