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Augmented Reality in Educational Inclusion

Quintero, J., Baldiris, S., Rubira, R., Cerón, J., & Velez, G. (2019). Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01835

 

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Summary

This systematic review describes the current state of using Augmented Reality (AR) as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future.

 




 



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