Augmented reality in special education: a meta-analysis of single-subject design studies

ABSTRACT

There is a growing interest in using augmented reality (AR) applications to support individuals with special needs, such as intellectual disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and physical disabilities. The purpose of this study is to further examine the effectiveness of AR applications in improving the learning and skill acquisition of individuals with special needs. Following the PRISMA guidelines, a meta-analysis of the overall effectiveness of AR on individuals with different disabilities in single-subject studies was conducted. Sixteen single-subject studies on a more restricted subset of special educational needs types that matched the eligibility criteria were considered to explore the effect of AR on the acquisition of four types of skills: (a) social, (b) living, (c) learning, and (4) physical. The results showed that the AR applications had a large effect across the 16 single-subject studies. The effect of AR was the largest in promoting an individual’s learning skills, followed by social skills, physical skills, and living skills. This study offers an important insight into the relative success of AR in promoting academic and functional living skills to individuals with special needs. It also offers research-based guidance to decision-makers for supporting adolescents with special needs, such as autism spectrum disorders and intellectual disabilities.

KEYWORDS:

• Augmented and virtual reality
• improving classroom teaching
• special needs education
• mobile learning

Acknowledgments

This work was funded by the Researchers Supporting Project (RSP-2019/102), King Saud University, Riyadh, Saudi Arabia

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary Material

Supplemental data for this article can be accessed here.