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The Effect of Augmented Reality-based Language Instruction on the Development of Interrogative Words and Attention in Children with Autism Spectrum Disorder

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2024, 25(1), pp.1-27
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 9, 2023
  • Accepted : December 14, 2023
  • Published : March 31, 2024

Kim, Young-Ik 1 Bae Gu-Taek 2 KWON, SOON WOO 3 Mihee, Choi 4

1대구대학교 특수교육과 겸임교수
2마산대학교 유아특수보육과
3대구대학교
4마산대학교

Accredited

ABSTRACT

[Purpose] This study sought to examine the effects of augmented reality-based language instruction on the development of interrogative words and attention in three children with autism spectrum disorder. [Method] The research design used a multi-baseline design among subjects for the development of interrogative words, and a 5-point rating scale through pre- and post-comparative evaluation was used to verify attention concentration. The intervention was conducted 2 to 3 times a week for 3 months, for a total of 39 sessions, and the intervention time was 35 minutes. [Results] First, the effect on the development of interrogative words according to augmented reality-based language instruction improved from 2.0% in the baseline stage to an average of 43.7% in intervention sessions for target infant 1, and from 2.9% in the baseline phase to an average of 48.3% in intervention sessions for target infant 2. Improvement, target infant 3 also showed positive results with an average performance rate of 55.9% improved in the intervention session from 6.1% in the baseline stage. Second, the effect on attention is based on a 5-point rating scale (achievement rate%) through behavioral observation evaluation for all three target infants. Target infant 1 improved from 1.3 (26%) to 3.7 (74%), target infant 2 improved to 1.5 (30%) to 3.8 (82%), and target infant 3's score improved from 1.5 (30%) to 4.2 (84%), confirming positive results in all children. [Conclusion] Composition of language instruction content based on augmented reality can be said to be effective. Understanding the unique and unusual characteristics of children with autism spectrum disorder, where teaching and learning media are important, the language instruction method implemented through a 3D application presented with visual strengths leads to a sense of reality (three-dimensionality), concentration of attention, and voluntary motivation and interest. It suggests that it is positive to pay.

Citation status

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