Teaching students with autism spectrum disorder how to use an augmented reality application and the vocabulary of the natural sciences.
AbstractTechnology-based interventions are considered evidence-based for teaching students with Autism Spectrum Disorder (ASD). The main purpose of this study is to teach students with ASD the use of augmented reality (AR) mobile applications through systematic instruction and to test the effectiven...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 18 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180691682&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180691682 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Nov2024 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 180691682 10.1080/20473869.2024.2424606 180691682 ppf: 1 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Teaching students with autism spectrum disorder how to use an augmented reality application and the vocabulary of the natural sciences. aug: au: Denizli-Gulboy, Hicran Genc-Tosun, Derya Gregori, Emily affil: Special Education Department, Eskişehir Osmangazi University sug: ab: AbstractTechnology-based interventions are considered evidence-based for teaching students with Autism Spectrum Disorder (ASD). The main purpose of this study is to teach students with ASD the use of augmented reality (AR) mobile applications through systematic instruction and to test the effectiveness of the presented AR mobile application in teaching science concepts. The secondary aim of this study was to examine the students’ and teachers’ views on the acceptability of the AR mobile application in teaching science vocabulary. Three primary and one secondary school students with ASD, aged 10-13 years, participated in the study. A multiple probe design across participants was used to evaluate the effects of the intervention package. The findings showed that systematic instruction using an AR mobile application is effective in science vocabulary for students with ASD. All students reported using an AR mobile application to learn science vocabulary words was socially acceptable. These results suggest that the AR mobile applications may be a promising instruction instrument that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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