Innovative Intervention Through Augmented and Virtual Reality for Students with Autism Spectrum Disorder
DOI:
https://doi.org/10.15359/ree.29-1.18527Keywords:
Autism, autism spectrum disorder, educational technology, educational innovation, augmented reality, virtual reality, SDG 4, Quality education, interactive learningAbstract
Introduction. This study focuses on students with autism spectrum disorder (ASD) and examines the disorder and the integration of educational technologies, specifically augmented reality and virtual reality, as innovative tools for conducting training interventions. Objective. This study aims to understand the influence of augmented reality and virtual reality on students with ASD across various psychoeducational variables, including motivation, attention, communication, autonomy, and learning results. Method. A quasi-experimental pre-post design was employed involving a single group to achieve the study’s objectives. The sample consisted of 23 students from the Autism Association of Ceuta. Data was gathered through a questionnaire after implementing the planned contrast intervention. Results. The results reveal that activities with augmented reality and virtual reality achieved a greater reach than traditional activities, especially in terms of motivation, although attention was affected. Discussion. This verifies the potential of educational technology. However, its use must be adapted to optimize its benefits and mitigate possible effects on attention, guaranteeing a balanced educational experience for students with ASD.
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