Augmented Reality Techniques for Immersive Learning: Applications for Children with Autism Spectrum Disorder.

For kids with autism spectrum disorder (ASD), in particular, augmented reality (AR) has shown promise as a technology for creating immersive learning environments. ASD is a neurodevelopmental disorder typified by restricted and repetitive behaviors together with challenges in social communication and interaction. The special sensory and cognitive profiles of children with ASD make traditional educational approaches frequently ineffective in engaging them. AR presents a fresh strategy by fusing digital content with the actual world, thereby improving learning for kids with ASD. According to earlier research, augmented reality can help those with autism spectrum disorder with their social, learning, and everyday living skills (Mosher & Carreon, 2021). This technology adds digital elements, like images, sounds, or other data, to the real world. Imagine looking at the world through a special pair of glasses or a smartphone camera, and you see extra things that are not visible to the naked eye. Or imagine you are reading a storybook with AR, such that when you point your device at the page, the characters pop up and start acting out the story. Learners can follow along and even interact with them, making reading more engaging and easier to understand. This is the power augmented reality applications bring to learning settings. In this week’s CPD article, we critically examine the applications of AR features in creating immersive learning environments for children with ASD.

Key features of AR and their applications for learners with autism spectrum disorder are discussed in subsequent paragraphs.

One key feature of augmented reality (AR) worth highlighting is tracking, which can be either marker-based or markerless. Marker-based AR utilizes predefined markers, such as QR codes or images, to anchor virtual content. This method effectively structures the learning environment by improving predictability and task sequencing, which is particularly beneficial for learners with ASD, as it helps reduce anxiety and enhances their sense of security. QR codes or markers, strategically placed, trigger consistent and predictable content, guiding learners through sequences of steps or tasks with clear visual cues, thereby minimizing distractions and maintaining focus. Additionally, scanning these markers allows access to interactive and engaging content like 3D models, animations, or videos, which make abstract concepts more concrete. Marker-based AR also facilitates role-playing scenarios, enabling learners to practice social skills in a controlled and safe environment.

The video above exemplifies a market based AR educational game, QuiverVision. Drawings and art pieces come to life when viewed through the Quiver app. Students can use the app to see their creations in 3D. This enhances creativity and provides interactive learning in subjects like biology (nature and living things) and geography (coloring maps and seeing topographical changes).

Second AR feature worth highlighting is the spatial mapping and object recognition feature. Spatial mapping and object recognition in augmented reality (AR) systems enable real-time mapping of the physical environment and recognition of objects within it, creating interactive experiences where virtual objects interact with real-world elements. Through spatial mapping, AR overlays digital information onto the physical world, fostering an interactive learning environment that helps students with autism spectrum disorder (ASD) understand spatial relationships and contexts better. Tools like Microsoft HoloLens, Merge Cube, and Google ARCore are prime examples. With HoloLens, for instance, teachers can craft interactive 3D models of scientific concepts, historical events, or geometric shapes. A typical example is the transformation of a history lesson into an immersive exploration of a virtual ancient city mapped onto the classroom.

Spatial mapping also facilitates the creation of simulated social scenarios in controlled settings, allowing students to practice navigating virtual spaces like supermarkets or schoolyards, thereby enhancing their social interactions and spatial awareness in a safe, predictable environment. Object recognition capabilities enable AR systems to identify and respond to real-world objects, which is particularly beneficial for learners with ASD who may need extra support in recognizing and understanding their surroundings. AR tools like Google Lens, Blippar, and ARKit exemplify this technology. These applications can aid in vocabulary acquisition by identifying real-world objects and providing audio or visual descriptions — scanning a flower, for instance, could reveal its name, habitat, and characteristics.

Textbooks and learning materials are enhanced with AR content. In a biology textbook for example, scanning a cell image brings up a 3D interactive model of the cell for detailed exploration.

AR also helps reduce anxiety for students with ASD by allowing them to virtually explore new environments before experiencing them in reality. Virtual tours of schools, including classrooms, cafeterias, and playgrounds, can ease transition-related anxiety. Apps like “Social Cipher” use AR to teach social cues and communication skills through interactive stories and games, which are particularly useful for interpreting facial expressions and body language. Additionally, AR tools for object recognition support task sequencing and independence. For example, an AR app can guide students through daily tasks, such as washing hands or packing a school bag, by recognizing completed steps and providing prompts for the next task. Integrating AR tools with spatial mapping and object recognition in the classroom offers significant benefits for learners with ASD, creating engaging, interactive, and customized learning experiences that help overcome various learning barriers and support the development of crucial social, communication, and cognitive skills.

The last but not least AR feature worth highlighting is real-time interaction and feedback. AR applications provide immediate responses to user actions, such as gestures, voice commands, or physical manipulation of virtual objects, fostering active engagement and learning. This instantaneous visual and auditory feedback is especially beneficial for learners with ASD, helping them maintain focus and providing clear, understandable communication cues. Moreover, AR’s adaptability to individual needs means that if a student struggles with social cues, the technology can offer real-time prompts and practice scenarios. Through spatial mapping and object recognition, AR can overlay information on real-world objects, making abstract concepts more tangible and accessible. For instance, the Merge Cube, a physical cube that, when viewed through a smartphone or tablet, displays various 3D objects and educational simulations, can enhance science lessons by allowing students to interact with 3D models of planets, molecules, or human organs. This tactile interaction, combined with visual feedback, helps learners with ASD grasp complex scientific concepts. Similarly, Osmo combines physical play with digital interaction, using reflective AI technology with an iPad or iPhone to recognize objects and movements. For early literacy and math skills, Osmo offers games that adapt to the learner’s level, providing real-time adaptation and feedback that supports foundational skill development in an engaging and appropriately challenging manner for students with ASD. The integration of AR tools with spatial mapping and object recognition into the classroom can greatly enhance the learning experience for students with ASD, making learning more interactive, concrete, and engaging.

In conclusion, Augmented Reality (AR) holds tremendous promise for transforming education and support services for children with Autism Spectrum Disorder (ASD). Research has shown that AR can create immersive learning environments tailored to their unique needs, offering several key applications. For social skills training, AR-based interventions simulate conversations and social interactions, providing a controlled, customizable space for children to practice and enhance their social communication abilities. Sensory integration therapy is another vital application, as AR can modulate sensory stimuli to gradually expose children to various sensory inputs, helping them manage sensory sensitivities. In academic learning, AR-enhanced materials make abstract concepts tangible and interactive, improving comprehension and retention by visualizing complex subjects like mathematics and history in engaging ways. Furthermore, AR supports life skills training by overlaying step-by-step instructions or providing real-time guidance, empowering children with ASD to perform daily tasks such as cooking, shopping, or navigating public spaces independently. Realizing the full potential of AR in immersive learning for children with ASD requires ongoing research, collaboration, and innovation to address the technical, practical, and ethical challenges involved. By leveraging AR, educators and clinicians can significantly enhance the social, academic, and life skills development of children with ASD, fostering a more inclusive and effective learning environment.

Author: EDUCATION 360 — Centre for Research, Advocacy and Training in Holistic Instruction and Innovative Learning. www.education360gh.com

References

• Mosher, M. A., & Carreon, A. C. (2021). Teaching social skills to students with autism spectrum disorder through augmented, virtual and mixed reality. Research in Learning Technology, 29.