Work-in-Progress—Teaching Traffic Safety Skills to People with Moderate Intellectual Disability Using Augmented Reality

Authors

  • Marialena Dalla University of Ioannina, Ioannina, Greece
  • Vasiliki Xanthopoulou University of Ioannina, Ioannina, Greece

DOI:

https://doi.org/10.56198/U6C0WFY77

Keywords:

Intellectual Disability, Augmented Reality, Social Skills, Autonomy, Traffic Safety Education

Abstract

Teaching Traffic Safety skills to individuals with intellectual disability is a demanding task since real-life experiences on busy roads can be dangerous and overwhelming. The aim of the present work-in-progress, single-case study is to investigate the effectiveness and feasibility of a game-based intervention using Augmented Reality in teaching traffic signs and vehicles to individuals with mild or moderate intellectual disability. The specific variables have been selected with the aim of enhancing the participants' autonomous home-to-school transport and reversely, as well as to fill in the research gap. The participants were two individuals diagnosed with intellectual disability from the city of Ioannina, Greece. The descriptive outcomes indicated an improvement both in educational and autonomous living skills, as well as increased motivation and interest in the learning process. As this is a work-in-progress study, the exact measurable results are to be evaluated through an experimental research design, where the effectiveness of the AR intervention
will be compared with a traditional teaching method, implemented in a control group.

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Published

03-06-2024

How to Cite

Work-in-Progress—Teaching Traffic Safety Skills to People with Moderate Intellectual Disability Using Augmented Reality. (2024). Immersive Learning Research - Academic, 1(1), 20-26. https://doi.org/10.56198/U6C0WFY77

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