Work-in-Progress—Teaching Traffic Safety Skills to People with Moderate Intellectual Disability Using Augmented Reality
DOI:
https://doi.org/10.56198/U6C0WFY77Keywords:
Intellectual Disability, Augmented Reality, Social Skills, Autonomy, Traffic Safety EducationAbstract
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.
Downloads
Published
Conference Proceedings Volume
Section
Categories
License
Copyright (c) 2024 The Immersive Learning Reseach Network

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © by the Immersive Learning Research Network. All rights reserved.
Copyright and Reprint Permission
Abstracting is permitted with credit to the source. This work is published under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-SA 4.0)
The terms are defined at https://creativecommons.org/licenses/by-nc-sa/4.0/
The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
Immersive Learning Research Network
E-mail: publications@immersivelrn.org