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

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Marcos Gómez-Puerta
Esther Chiner
Paola Melero-Pérez
Gonzalo Lorenzo Lledó

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.

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Gómez-Puerta, M., Chiner, E., Melero-Pérez, P., & Lorenzo Lledó, G. (2019). Research review on augmented reality as an educational resource for people with intellectual disabilities. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 3(1), 473–486. https://doi.org/10.17060/ijodaep.2019.n1.v3.1523
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Artículos
Biografía del autor/a

Marcos Gómez-Puerta, Universidad de Extremadura

Profesora Departamento de Psicología y Antropología

Facultad de Educación
Universidad de Extremadura

Citas

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