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Teaching Mathematics, Science and Reading Skills to Students with Special Needs: A Review of Augmented Reality Studies

Yıl 2022, Cilt: 7 Sayı: 2, 141 - 150, 06.07.2022

Ufuk Özkubat Hanifi Sanır Bilal Özçakır Ömer Faruk İslim

https://doi.org/10.53850/joltida.1001800
Cited By: 3

Öz

In line with the needs emerging in education day by day, the integration of teaching technologies into education is becoming increasingly important. In this direction, instructional technologies are used to make education more effective and efficient. One of these technologies is Augmented Reality. Augmented Reality (AR) applications, an up-to-date application-based technology that adds extra virtual information in real time on the real world perception, can be used within the framework of the needs of students with special needs. Within the scope of this research, postgraduate theses and AR studies published in peer-reviewed journals, which aim to provide students with special needs with academic skills, were examined. While determining the studies to be included in this research basic selection criteria were employed. A comprehensive search was carried out on the basis of electronic databases, journal indexes and research references. In this direction, eight studies meeting the criteria were obtained. Articles and theses included in the research were evaluated with variables. When the research findings were examined, it was seen that augmented reality applications were used in the fields of mathematics, science and reading to teach basic academic skills to students with special needs, albeit limited. The research findings were discussed within the framework of the relevant literature and suggestions for further research were made.

Anahtar Kelimeler

Students with special needs basic academic skills augmented reality descriptive analysis

Destekleyen Kurum

This article is produced from the scientific research project “TUBITAK 3501” entitled “Supporting science and math education of middle school students with learning disability via augmented reality”

Proje Numarası

Project No: 220K230.

Kaynakça

  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020a). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397. https://doi.org/10.1080/08856257.2019.1703548.
  • Baragash, R. S., Al-Samarraie, H., Moody, L., & Zaqout, F. (2020b). Augmented reality and functional skills acquisition among individuals with special needs: A meta-analysis of group design studies. Journal of Special Education Technology. https://doi.org/10.1177/0162643420910413
  • Brigham, B. J., Scruggs, T. E., & Mastropieri, M. A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223-232. https://doi.org/10.1111/j.1540- 5826.2011.00343.x
  • Bugden, S., & Ansari, D. (2016). Probing the nature of deficits in the ‘approximate number system in children with persistent developmental dyscalculia. Developmental science, 19(5), 817-833.
  • Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. T. Kratochwill & J. Levin (Eds.), Single case research design and analysis (pp. 187-212). London: Routledge.
  • Cacciatore, G. (2018). Video Prompting Delivered via Augmented Reality to Teach Transition-Related Math Skills to Adults with Intellectual Disabilities. Master Thesis, Brigham Young University.
  • Cakir, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on individuals with special education needs. Education and Information Technologies 24 (2), 1631–1659. https://doi:10.1007/s10639-018-9848-6.
  • Cascales-Martínez, A., Martínez-Segura, M. J., Pérez-López, D., & Contero, M. (2016). Using an augmented reality enhanced tabletop system to promote learning of mathematics: A case study with students with special educational needs. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 355-380. https://doi 10.12973/eurasia.2017.00621a.
  • Cook, B. G., Collins, L. W., Cook, S. C., & Cook, L. (2019). Evidencebased reviews: How evidence based practices are systematically identified. Learning Disabilities Research & Practice, 35(1), 6-13. https://doi.org/10.1111/ldrp.12213
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Eight Edition). New York: McGraw-Hill.
  • Garner, P. (2009). Special educational needs: The key concepts. Routledge.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
  • Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journalof Applied Behavior Analysis, 40(1), 185–189. https://doi.org/10.1901/jaba.2007.41-06.
  • Karaçam, Z. (2013). Systematic Review Methodology: A Guide for Preparation of Systematic Review. Dokuz Eylul University Electronic Journal, 6(1), 26-33
  • Karaer, G. & Melekoglu, M. A. (2020). Review of studies on teaching science to students with specific learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(4), 789- 819. doi: 10.21565/ozelegitimdergisi.532903
  • Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities. Journal of Learning Disabilities, 53(4), 277-291. https://doi.org/10.1177/0022219420906452.
  • Kim, B. (2017). The Effectiveness of Mixed Reality-Based Intervention for Children with Autism Spectrum Disorders: A Meta-Analysis and Single-Case Study.” Doctoral diss., Knoxville: University of Tennessee.
  • Klopfer, E., & Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Education Tech Research Development, 56(2), 203–228. https://doi.org/10.1007/s11423-007-9037-6.
  • Klopfer, E., & Yoon, S. (2005). Developing games and simulations for today and tomorrow’s tech savvy youth. Tech Trends, 49(3), 33-41.
  • Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the procedural and coding manual of division 16 and the society for the study of school psychology task force. School Psychology Quarterly, 17(4), 341-389. https://doi.org/10.1521/scpq.17.4.341.20872
  • Kulage, K. M., Goldberg, J., Usseglio, J., Romero, D., Bain, J. M., & Smaldone, A. M. (2020). How has DSM-5 affected autism diagnosis? A 5-year follow-up systematic literature review and meta-analysis. Journal of Autism and Developmental Disorders, 50(6), 2102-2127. https://doi.org/10.1007/s10803-019-03967-5
  • Lee, J., Bryant, D. P., Ok, M. W., & Shin, M. (2021). A systematic review of interventions for algebraic concepts and skills of secondary students with learning disabilities. Learning Disabilities Research & Practice, 35(2), 89-99. https://doi.org/10.1111/ldrp.12217
  • Lin, C. Y., & Y. M. Chang. (2015). Interactive augmented reality using scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities 37, 1–8. https://doi:10.1016/j.ridd.2014.10.016.
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38–56. http://dx.doi.org/10.1080/15391523.2015.1103149.
  • McMahon, D., Cihak, D., & Wright, R. (2015a). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with ıntellectual disabilities and autism. Journal of Research on Technology in Education 47(3), 157–172. https://doi.org/10.1080/15391523.2015.1047698.
  • McMahon, D., Cihak, D., Gibbons, M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach ındividuals with ıntellectual disabilities to ıdentify potential food allergens. Journal of Special Education Technology 28(3), 21–32. https://doi.org/10.1177/016264341302800302.
  • McMahon, D., Smith, C., Cihak, D., Wright, R., & Gibbons, M. (2015b). Effects of digital navigation aids on adults with ıntellectual disabilities: Comparisonof paper map, google maps, and augmented reality. Journal of Special Education Technology 30(3), 157–165. https://doi.org/10.1177/0162643415618927.
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264-269 7.
  • Morris, J. (2019). Effects of an Explicit Instruction and Video Modeling Intervention with Augmented Reality on the Rational Number Mathematics Outcomes of Students with Disabilities Doctoral Dissertations, The Pennsylvania State University.
  • Mundy, M. A., Hernandez, J., & Green, M. (2019). Perceptions of the Effects of Augmented Reality in the Classroom. Journal of Instructional Pedagogies, 22, 1-15.
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148. https://doi.org/10.1177/001440290507100201
  • Özkubat, U., Akçayır, İ., & Özpınar, M. (2020). Science Education with Intelligence Games for Students with Learning Disabilities. Çıkılı, Y., Yüksel, İ. (Eds), Science Education and Activity Examples with Intelligence Games for Students with Special Education Needs (pp. 77-104). Nobel Academic.
  • Özkubat, U., Karabulut, A., & Sert, C. (2021). Math problem solving interventions for middle school students with learning disabilities: A comprehensive literature review. Ankara University Faculty of Educational Sciences Journal of Special Education, Advance Online Publication. https://doi.org/10.21565/ozelegitimdergisi.774650
  • Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, causes, and treatments. Numeracy, 6(1), 1-16. Salah, J., Abdennadher, S., & Atef, S. (2017, November 23–24). Galaxy shop: Projection-based numeracy game for teenagers with down syndrome. In Joint International Conference on Serious Games (pp. 109–120). Springer. https://doi.org/10.1007/978-3-319-70111-0_10.
  • Sanır, H., & Özkubat, U. (2018). Learning Disability During the Preschool Period. In Deniz, U. (Ed.), Currents Trends in Preschool Education (p. 70-96). Lambert Academic Publishing.
  • Smith, C. C., Cihak, D. F., Kim, B., McMahon, D. D., & Wright, R. (2016). Examining augmented reality to improved navigation skills in postsecondary students with intellectual disability. Journal of Special Education Technology, 32, 3–11.
  • Smith, C. C., Cihak, D., Kim, B., McMahon, D., & Wright, R. (2017). Examining augmented reality to ımprove navigation skills in postsecondary students with ıntellectual disability. Journal of Special Education Technology 32(1), 3–11. https://doi.org/10.1177/0162643416681159.
  • Swanson, H. L. (2010). Meta-analysis of research on children with reading disabilities. In Handbook of reading disability research (pp. 489-499). Routledge.
  • Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education and Treatment of Children, 31(4), 523-548.
  • Turan, Z., & Atila, G. (2021): Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, Advance Online Publication. https://doi.org/10.1080/02635143.2021.1901682
  • Walker, Z., McMahon, D. D., Rosenblatt, K., & Arner, T. (2017). Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool. SAGE Open. https://doi.org/10.1177/2158244017737815.

Yıl 2022, Cilt: 7 Sayı: 2, 141 - 150, 06.07.2022

Ufuk Özkubat Hanifi Sanır Bilal Özçakır Ömer Faruk İslim

https://doi.org/10.53850/joltida.1001800
Cited By: 3

Öz

Proje Numarası

Project No: 220K230.

Kaynakça

  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020a). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397. https://doi.org/10.1080/08856257.2019.1703548.
  • Baragash, R. S., Al-Samarraie, H., Moody, L., & Zaqout, F. (2020b). Augmented reality and functional skills acquisition among individuals with special needs: A meta-analysis of group design studies. Journal of Special Education Technology. https://doi.org/10.1177/0162643420910413
  • Brigham, B. J., Scruggs, T. E., & Mastropieri, M. A. (2011). Science education and students with learning disabilities. Learning Disabilities Research & Practice, 26(4), 223-232. https://doi.org/10.1111/j.1540- 5826.2011.00343.x
  • Bugden, S., & Ansari, D. (2016). Probing the nature of deficits in the ‘approximate number system in children with persistent developmental dyscalculia. Developmental science, 19(5), 817-833.
  • Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. T. Kratochwill & J. Levin (Eds.), Single case research design and analysis (pp. 187-212). London: Routledge.
  • Cacciatore, G. (2018). Video Prompting Delivered via Augmented Reality to Teach Transition-Related Math Skills to Adults with Intellectual Disabilities. Master Thesis, Brigham Young University.
  • Cakir, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on individuals with special education needs. Education and Information Technologies 24 (2), 1631–1659. https://doi:10.1007/s10639-018-9848-6.
  • Cascales-Martínez, A., Martínez-Segura, M. J., Pérez-López, D., & Contero, M. (2016). Using an augmented reality enhanced tabletop system to promote learning of mathematics: A case study with students with special educational needs. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 355-380. https://doi 10.12973/eurasia.2017.00621a.
  • Cook, B. G., Collins, L. W., Cook, S. C., & Cook, L. (2019). Evidencebased reviews: How evidence based practices are systematically identified. Learning Disabilities Research & Practice, 35(1), 6-13. https://doi.org/10.1111/ldrp.12213
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Eight Edition). New York: McGraw-Hill.
  • Garner, P. (2009). Special educational needs: The key concepts. Routledge.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
  • Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journalof Applied Behavior Analysis, 40(1), 185–189. https://doi.org/10.1901/jaba.2007.41-06.
  • Karaçam, Z. (2013). Systematic Review Methodology: A Guide for Preparation of Systematic Review. Dokuz Eylul University Electronic Journal, 6(1), 26-33
  • Karaer, G. & Melekoglu, M. A. (2020). Review of studies on teaching science to students with specific learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(4), 789- 819. doi: 10.21565/ozelegitimdergisi.532903
  • Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities. Journal of Learning Disabilities, 53(4), 277-291. https://doi.org/10.1177/0022219420906452.
  • Kim, B. (2017). The Effectiveness of Mixed Reality-Based Intervention for Children with Autism Spectrum Disorders: A Meta-Analysis and Single-Case Study.” Doctoral diss., Knoxville: University of Tennessee.
  • Klopfer, E., & Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Education Tech Research Development, 56(2), 203–228. https://doi.org/10.1007/s11423-007-9037-6.
  • Klopfer, E., & Yoon, S. (2005). Developing games and simulations for today and tomorrow’s tech savvy youth. Tech Trends, 49(3), 33-41.
  • Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the procedural and coding manual of division 16 and the society for the study of school psychology task force. School Psychology Quarterly, 17(4), 341-389. https://doi.org/10.1521/scpq.17.4.341.20872
  • Kulage, K. M., Goldberg, J., Usseglio, J., Romero, D., Bain, J. M., & Smaldone, A. M. (2020). How has DSM-5 affected autism diagnosis? A 5-year follow-up systematic literature review and meta-analysis. Journal of Autism and Developmental Disorders, 50(6), 2102-2127. https://doi.org/10.1007/s10803-019-03967-5
  • Lee, J., Bryant, D. P., Ok, M. W., & Shin, M. (2021). A systematic review of interventions for algebraic concepts and skills of secondary students with learning disabilities. Learning Disabilities Research & Practice, 35(2), 89-99. https://doi.org/10.1111/ldrp.12217
  • Lin, C. Y., & Y. M. Chang. (2015). Interactive augmented reality using scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities 37, 1–8. https://doi:10.1016/j.ridd.2014.10.016.
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38–56. http://dx.doi.org/10.1080/15391523.2015.1103149.
  • McMahon, D., Cihak, D., & Wright, R. (2015a). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with ıntellectual disabilities and autism. Journal of Research on Technology in Education 47(3), 157–172. https://doi.org/10.1080/15391523.2015.1047698.
  • McMahon, D., Cihak, D., Gibbons, M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach ındividuals with ıntellectual disabilities to ıdentify potential food allergens. Journal of Special Education Technology 28(3), 21–32. https://doi.org/10.1177/016264341302800302.
  • McMahon, D., Smith, C., Cihak, D., Wright, R., & Gibbons, M. (2015b). Effects of digital navigation aids on adults with ıntellectual disabilities: Comparisonof paper map, google maps, and augmented reality. Journal of Special Education Technology 30(3), 157–165. https://doi.org/10.1177/0162643415618927.
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264-269 7.
  • Morris, J. (2019). Effects of an Explicit Instruction and Video Modeling Intervention with Augmented Reality on the Rational Number Mathematics Outcomes of Students with Disabilities Doctoral Dissertations, The Pennsylvania State University.
  • Mundy, M. A., Hernandez, J., & Green, M. (2019). Perceptions of the Effects of Augmented Reality in the Classroom. Journal of Instructional Pedagogies, 22, 1-15.
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148. https://doi.org/10.1177/001440290507100201
  • Özkubat, U., Akçayır, İ., & Özpınar, M. (2020). Science Education with Intelligence Games for Students with Learning Disabilities. Çıkılı, Y., Yüksel, İ. (Eds), Science Education and Activity Examples with Intelligence Games for Students with Special Education Needs (pp. 77-104). Nobel Academic.
  • Özkubat, U., Karabulut, A., & Sert, C. (2021). Math problem solving interventions for middle school students with learning disabilities: A comprehensive literature review. Ankara University Faculty of Educational Sciences Journal of Special Education, Advance Online Publication. https://doi.org/10.21565/ozelegitimdergisi.774650
  • Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, causes, and treatments. Numeracy, 6(1), 1-16. Salah, J., Abdennadher, S., & Atef, S. (2017, November 23–24). Galaxy shop: Projection-based numeracy game for teenagers with down syndrome. In Joint International Conference on Serious Games (pp. 109–120). Springer. https://doi.org/10.1007/978-3-319-70111-0_10.
  • Sanır, H., & Özkubat, U. (2018). Learning Disability During the Preschool Period. In Deniz, U. (Ed.), Currents Trends in Preschool Education (p. 70-96). Lambert Academic Publishing.
  • Smith, C. C., Cihak, D. F., Kim, B., McMahon, D. D., & Wright, R. (2016). Examining augmented reality to improved navigation skills in postsecondary students with intellectual disability. Journal of Special Education Technology, 32, 3–11.
  • Smith, C. C., Cihak, D., Kim, B., McMahon, D., & Wright, R. (2017). Examining augmented reality to ımprove navigation skills in postsecondary students with ıntellectual disability. Journal of Special Education Technology 32(1), 3–11. https://doi.org/10.1177/0162643416681159.
  • Swanson, H. L. (2010). Meta-analysis of research on children with reading disabilities. In Handbook of reading disability research (pp. 489-499). Routledge.
  • Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education and Treatment of Children, 31(4), 523-548.
  • Turan, Z., & Atila, G. (2021): Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, Advance Online Publication. https://doi.org/10.1080/02635143.2021.1901682
  • Walker, Z., McMahon, D. D., Rosenblatt, K., & Arner, T. (2017). Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool. SAGE Open. https://doi.org/10.1177/2158244017737815.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Ufuk Özkubat 0000-0002-9626-5112

Hanifi Sanır 0000-0002-2598-569X

Bilal Özçakır 0000-0003-2852-1791

Ömer Faruk İslim 0000-0002-9520-043X

Proje Numarası Project No: 220K230.
Yayımlanma Tarihi 6 Temmuz 2022
Gönderilme Tarihi 29 Eylül 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 2

Kaynak Göster

APA Özkubat, U., Sanır, H., Özçakır, B., İslim, Ö. F. (2022). Teaching Mathematics, Science and Reading Skills to Students with Special Needs: A Review of Augmented Reality Studies. Journal of Learning and Teaching in Digital Age, 7(2), 141-150. https://doi.org/10.53850/joltida.1001800

Cited By

Effects of Video Prompting with Augmented Reality on Functional Living Skills of Students with Intellectual and Developmental Disabilities
Journal of Special Education Technology
https://doi.org/10.1177/01626434231170594
https://doi.org/
Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines
International Journal of Professional Development, Learners and Learning
https://doi.org/10.30935/ijpdll/13062
 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350