Exploiting Augmented Reality Technology in Special Education: A Systematic Review
Andrianthi Kapetanaki, Akrivi Krouska, Christos Troussas, Cleo Sgouropoulou
Abstract
In this systematic review, research works pertaining to the use of augmented reality (AR) in special education are investigated. In recent years, the introduction of Information and Communication Technology (ICT) in education has transformed the teaching and learning process. Augmented reality is an emerging technology, which has been widely used in education during the past few years. However, only few studies focus on the advantages and limitations of AR use in special education. This review investigates research in AR educational systems addressed to students with special needs. In total, 14 studies between 2014 and 2022 were selected and analyzed. Specifically, this systematic review examines types of students that have been included in learning scenarios supported of AR, distribution of educational AR studies by field of education, types of technology developed to support the use of AR in special education, and the advantages and limitations of AR use in special education. The findings mainly show that AR technology, used on students with special educational needs, has multiple potential advantages.