scholarly journals Using the Augmented Reality to Teach of Global Reading of Preschoolers with Autism Spectrum Disorders

2018 ◽  
Vol 51 ◽  
pp. 304-315 ◽  
Author(s):  
Таміла Коломоєць ◽  
Дар’я Кассім
Keyword(s):  
Autism Spectrum Disorders ◽  
Augmented Reality ◽  
Autism Spectrum ◽  
Autistic Children ◽  
Number Of Children ◽  
Initial Stage ◽  
Successive Task ◽  
Spectrum Disorders ◽  
Effectiveness And Efficiency ◽  
Artificial World

Kolomoiets N.H., Kassim D.A. Using the Augmented Reality to Teach of Global Reading of Preschoolers with Autism Spectrum Disorders. Over the last decade a significant increasing of the number of children with autism spectrum disorders (ASD) in the world is marked. Ukraine is no exception. High rates of disease ASD require finding the new ways of correcting these groups of children. The aim of the research: to substantiate feasibility of using of the augmented reality’s technologies to teach of global reading in a special education of autistic children. In the course of the study an experiment, descriptive and comparative analysis methods, generalization, logical research method were used. Results of the research: it is shown that, it is expedient to use  technologies of the augmented reality in the educational and correctional process of children with ASD to teach them of global reading. Using the augmented reality reveals a number of new opportunities, the promising of which is an interaction with the artificial world through mobile devices, which are more accessible and predictable for the special development of autistic children. At the initial stage of teaching of global reading, the instrument of augmented reality is used in a set of successive task groups. The first of these is aimed at the development of visual perception, the formation of the ability to analyze, isolate and generalize, navigate in space. The second and third set of tasks included the teaching of children to understand the meaning of words, the correlation of words with images presented on the screen of gadgets. At the final stage, namely, teaching of global reading, the technology of augmented reality has opened unlimited possibilities for using of various text materials and virtual images to them. Conclusions: a) an analysis of experimental work with preschoolers with ASD suggests that the use of augmented reality in teaching of global reading of children helps to increase the efficiency of the educational and correctional process; b) the technology of the augmented reality has allowed rising to a qualitatively new level of mastering of global reading by autistic children; c) prospects for further experimental research will be the implementation of the proposed methodology and obtaining its effectiveness and efficiency in practice.

scholarly journals A Prototype of Augmented Reality Animation (ARA) E-Courseware: An Assistive Technology To Assist Autism Spectrum Disorders (Asd) Students Master In Basic Living Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 3487-3492
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Augmented Reality ◽  
Research Design ◽  
Survey Design ◽  
Autism Spectrum ◽  
Design Approach ◽  
Number Of Children ◽  
Spectrum Disorders ◽  
Living Skills

The purpose of this study is to identify the e-courseware effectiveness and Special Education (SpeEdu.) Teacher perception in using Basic Living Skills (BLS) E-courseware prototypes, namely BLS (Augmented Reality Animation) & BLS (Static graphic). The study employed survey research design and experimental approaches. The survey design approach was conducted in identifying the usability of the prototype of Basic Living Skills e-courseware among Special education (SpeEdu) Teachers and for the experimental design approach was carried out to identify the ASD’s achievements between Basic Living Skills E-courseware (Augmented Reality Animation) & Basic Living Skills (Static graphic) for Autism Spectrum Disorders (ASD) students master in basic living skills. A total of five (5) practising SpeEdu teachers had participated in this study, and there was 4 total number of children involved in the study. The study used a pre-post experimental research design. The participating in-service teachers and ASD students were selected based on the criteria required. Pre-test and Post-test instruments were employed to gather ASD students’ achievement scores. Analysis descriptive was carried out to understand and compare the differences between control and treatment group. The result indicated that BLS (Augmented Reality Animation) is more effective to be used rather than BSL (Static graphic) and respondents are more dominant and satisfied with the BLS (Augmented Reality Animation) presentation. The implications of this study are significant contributions to the Ministry of Education Malaysia (MOE), teachers, parents and caregivers.

scholarly journals Safety and Lack of Negative Effects of Wearable Augmented-Reality Social Communication Aid for Children and Adults with Autism

2017 ◽  
Author(s):  
Ned T. Sahin ◽  
Neha U. Keshav ◽  
Joseph P. Salisbury ◽  
Arshya Vahabzadeh
Keyword(s):  
Autism Spectrum Disorders ◽  
Augmented Reality ◽  
Social Communication ◽  
Autism Spectrum ◽  
Negative Effects ◽  
Adults With Autism ◽  
Communication Aid ◽  
Spectrum Disorders ◽  
Wearable Augmented Reality

There is growing interest in the use of augmented reality (AR) to assist children and adults with autism spectrum disorders (ASD); however, little investigation has been conducted into the safety of devices for AR such as smartglasses. The objective of this report was to assess the safety and negative effects of the Brain Power Autism System (BPAS), a novel AR smartglasses-based social communication aid for people with ASD. A sequential series of 18 children and adults aged 4.4 to 21.5 years (mean 12.2 years) with clinically diagnosed ASD of varying severity used the BPAS. Users and caregivers were interviewed about perceived negative effects and design concerns. Most users were able to wear and use the BPAS (n=16/18, 89%), with most of them reporting no negative effects (n=14/16, 87.5%). Two users reported temporary negative effects: eye strain, dizziness, and nasal discomfort. Caregivers observed no negative effects in users (n=16/16, 100%). Most users (77.8%) and caregivers (88.9%) had no design concerns. This report found no major negative effects in using an AR smartglasses-based social communication aid across a wide age and severity range of people with ASD. Further research is needed to explore longer-term effects of using AR smartglasses in this population.

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