Augmented Reality Based Personalized Learning in Autism Spectrum Disorder Reading Skills
| Title: | Augmented Reality Based Personalized Learning in Autism Spectrum Disorder Reading Skills |
|---|---|
| Language: | English |
| Authors: | Azizah Nurul Khoirunnisa (ORCID |
| Source: | Journal of Special Education Technology. 2024 39(4):513-526. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Simulation, Individualized Instruction, Autism Spectrum Disorders, Reading Skills, Vocabulary, Syllables, Technology Uses in Education, Foreign Countries, Children, Males, Influence of Technology, Reading Instruction, Students with Disabilities |
| Geographic Terms: | Indonesia |
| DOI: | 10.1177/01626434241236738 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | Reading can be a way to increase students' social interaction and writing, especially for those continuing to a higher level of education. More recent research shows that children with Autism Spectrum Disorder (ASD) have a variety of reading profiles that differ across a range of reading sub-skills. Meanwhile, the school teaching system provides one-size-fits-all learning for students with different abilities. This study aimed to test the use of personalized learning model-based Augmented Reality (AR) in supporting the learning of early reading skills in aspects of reading words, syllables, and letters. Four students with ASD participated in various cross-behavioral investigations. Data was collected based on early reading skills in words, syllables, and letters using the Early Grade Reading Assessment (EGRA) instrument, which had been adjusted according to the children's abilities (three groups of children). Participants went through baseline-1 sessions, AR interventions, and baseline-2. The results show increased student learning outcomes in reading words and syllables. However, there was no significant increase in learning outcomes regarding recognizing letters. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442665 |
| Database: | ERIC |
| ISSN: | 0162-6434 2381-3121 |
|---|---|
| DOI: | 10.1177/01626434241236738 |
| Published in: | Journal of Special Education Technology |
| Language: | English |