The Use of Augmented Reality in People with ASD: A Review

Lledó, Gonzalo Lorenzo; Lorenzo-Lledó‬, ‪Alejandro; Carreres, Asunción Lledó; Pérez-Vázquez, Elena

doi:10.1080/1034912x.2020.1846688

Cited by 9 publications

(5 citation statements)

References 25 publications

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“…AR is at the forefront of these technologies and has proven to be extremely beneficial for children with a variety of disabilities. Recently, Lorenzo et al (2023b) provided an explanation of the many applications of augmented reality (AR) in education particularly in the area of special education where the technology's potential for use is apparent.…”

Section: Discussionmentioning

confidence: 99%

“…There is a lot of promise for this technology in education and several augmented reality applications have been created to teach STEM disciplines (science, technology, engineering and math) (Mukhtarkyzy, Abildinova, Serik, Kariyeva, & Sayakov, 2023 ). AR is also considered one of the most popular technologies for its versatility in general and special education as it is characterized by many application possibilities (Lorenzo, Lorenzo, Lledó, & Pérez-Vázquez, 2023b). AR is considered a computer technology that can connect the virtual world with real reality through technical applications, tablets and smartphones.…”

Section: Augmented Realitymentioning

confidence: 99%

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Reducing stereotypical behaviors using augmented reality in children with autism spectrum disorder

Gaber

2024

JEELR

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Augmented reality (AR) has been shown to have a positive impact on children with autism spectrum disorder (ASD) because it can effectively simulate the real environment through interactive experiences created by the integration of digital elements with the outside world. This research aimed to verify the effectiveness of a training program based on AR for reducing stereotypical behavior (SB) in a sample of children with ASD. The study sample consisted of 16 male students with ASD who were enrolled in the Autism Institute in Al-Ahsa, Saudi Arabia, ranging from 8 to 13 years of age. The researcher also developed a training program and employed a quasi-experimental method in addition to research instruments including the Stereotypic Behavior Scale (SBS). The results of the analysis show statistically significant differences between the mean ranks of the participants in the three tests (pre-, post- and follow-up) on the SBS (x2 = 30.471, p < 0.001) which indicates the effectiveness of AR in reducing participants’ SB. Additionally, it demonstrates that the training impact lasts for two months after the end of the program. According to the research, AR-based software applications have the potential to improve children with ASD's socialization and interaction abilities. It is recommended to do additional research using larger sample sizes and controlled designs.

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Section: Discussionmentioning

confidence: 99%

Section: Augmented Realitymentioning

confidence: 99%

Reducing stereotypical behaviors using augmented reality in children with autism spectrum disorder

Gaber

2024

JEELR

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“…, 2020) ranges between 20 and 30 publications. The work of Lorenzo et al. (2020b) used the WOS and Scopus to review the scientific production during the period 1996–2020 on the application of AR in autistic people.…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, the sample of documents in both studies (Berenguer et al, 2020;Khowaja et al, 2020) ranges between 20 and 30 publications. The work of Lorenzo et al (2020b) used the WOS and Scopus to review the scientific production during the period 1996-2020 on the application of AR in autistic people. To do so, they used a series of indicators to carry out a performance analysis.…”

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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“…Los recientes avances tecnológicos han generado la apertura de un amplio abanico de posibilidades para su puesta en práctica en los diversos ámbitos del conocimiento (Froehlich, 2018). Entre las herramientas emergentes la Realidad Aumentada (RA), que está teniendo una gran difusión en los últimos años (Lorenzo et al, 2020) La novedad que aporta la RA es que hace posible la vinculación de mundos virtuales con entornos reales (Ferreira et al, 2020). De esta manera, la información real se puede complementar con la información virtual (Syahputra et al, 2017).…”

Section: Introductionunclassified

El profesorado, eje fundamental de la transformación de la docencia universitaria

2022

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El Instituto de Ciencias de la Educación presenta en este volumen los mejores trabajos de investigación educativa, tras una minuciosa revisión por pares llevada a cabo por especialistas de diversas universidades. En esta ocasión, el director de orquesta es el profesorado, artífice de llevar la batuta en el proceso de transformación de la docencia universitaria. La obra consta de 46 capítulos, organizados en diversas temáticas: 6 aportaciones muestran Estrategias y metodologías enfocadas a la transferencia del conocimiento y resultados de investigación sobre docencia en la Educación Superior; 12 están dedicados a Acciones educativas innovadoras en la Educación Superior; 1 describe Experiencias educativas derivadas de la evaluación y de los indicadores de la calidad docente en la Educación Superior; 11 textos tratan sobre Metodologías innovadoras basadas en el uso de las tecnologías (TIC o TAC) en la Educación Superior; 11 trabajos están dedicados a la Innovación docente en la Educación Superior en torno a la educación inclusiva, accesibilidad, género y educación para el desarrollo sostenible; y 5 textos detallan Acciones de apoyo, orientación y refuerzo al alumnado para la mejora de la formación y de los resultados en la Educación Superior.

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The Use of Augmented Reality in People with ASD: A Review

Cited by 9 publications

References 25 publications

Reducing stereotypical behaviors using augmented reality in children with autism spectrum disorder

Reducing stereotypical behaviors using augmented reality in children with autism spectrum disorder

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

El profesorado, eje fundamental de la transformación de la docencia universitaria

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