Research review on augmented reality as an educational resource for people with intellectual disabilities

• Gómez-Puerta, Marcos ^[1] ; Chiner, Esther ^[2] ; Melero-Pérez, Paola ^[2] ; Lorenzo Lledó, Gonzalo ^[2]
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
  2. [2] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 3, Nº. 1, 2019 (Ejemplar dedicado a: Psicología de la Educación y Saberes Originarios), págs. 473-486
• Idioma: inglés
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• Resumen

  • The present study reviewed nine publications related to the application of augmented reality(AR)-based interventions to people with intellectual disabilities (ID). The lines of research developed focus on the areas of education, personal autonomy and health promotion. The studies are theoretical frameworks, design of AR-based applications, or quasi-experimental study designs without a control group. The samples, all of less than 15 subjects, have been chosen under intentional criteria. The devices that seem to prevail as preferred for its application in this group are the portable ones due to the wide range of intervention possibilities that they offer as well as the development potential of the personal autonomy that they allow. Results offer a positive view of the application of this technology to people with ID, although the characteristics of the studies do not allow yet its generalization. Among the reported benefits are: enhancing learning achievement, motivation and enjoyment of tasks, helping to understand information, enhancing orientation, raising the level of engagement.