Abstract
Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills. This meta-analysis study examined the effect of AR on functional skills acquisition across individuals affected by different disabilities. Group design studies based on a random-effects model alongside the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were used in this study. A total of 119 individuals with different types of disabilities (including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, Down syndrome, hearing disability, and visual disability) were obtained from seven studies. The overall effect size of AR across the seven studies was significant. The results showed that AR can be effective and helpful for individuals with disabilities to help them make daily decisions and guide their actions in society. The implications for practice and research as well as the possible areas that require further investigation are discussed.
Highlights
Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills
The types of disabilities associated with the use of AR applications included physical, mental, intellectual, or sensory impairments such as intellectual disability (ID), autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), Down syndrome (SD), hearing disability (HD), and visual disability (VD)
Seven studies were included in this meta-analysis to determine the overall effect size of AR interventions on functional skills acquisition for individuals with special educational needs (SEN)
Summary
Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills This meta-analysis study examined the effect of AR on functional skills acquisition across individuals affected by different disabilities. Efforts to enable individuals with special educational needs (SEN) to obtain independence and achieve tasks of daily living have received considerable attention from the research community (LaRue et al, 2016; Westling & Fox, 2004). Those individuals are in a continuous need to acquire the skills necessary to help them complete everyday tasks and become independent learners (Jordan, 2013; LaRue et al, 2016). AR has been used in few previous studies to enhance certain functional skills such as wayfinding skills (Smith et al, 2017), numeracy (Drury-Stotz, 2018), shopping (Adjorlu et al, 2017), behavior management (Tentori & Hayes, 2010), literacy, and recreational skills
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