The efficacy of augmented reality in small group instruction for children with autism spectrum disorders: a study on observational learning

Abstract

Objectives Observational learning and augmented reality (AR) are crucial in enhancing learning experiences for children with autism spectrum disorder (ASD), fostering engagement and skill acquisition. The current study aimed to determine the effects of AR technology delivered to them in small group instructional arrangements (SGIA), such as the acquisition of targeted occupation and non-targeted information about the tasks of occupations by children with ASD. The study also aimed to determine the acquisition levels of other children in the group regarding the targeted occupations and non-targeted information about the tasks of the occupations through observational learning. Methods Three males aged between 45–59 months took part in the study. The study was designed with a multiple baseline across participants. Results The findings revealed that the AR intervention delivered in SGIA was effective in teaching occupation and non-targeted information to children with ASD, as well as in maintaining and generalizing the learning by the children to different contexts. Children acquired the occupation and non-targeted information about occupations that were not targeted to be taught to them mostly by observing their peers. Conclusions The findings are discussed in accordance with the findings of previous studies, and suggestions for further research are provided.