Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students With Intellectual Disabilities and Autism

TLDR

The study examined the use of augmented reality to teach science vocabulary to college students with intellectual disability and autism spectrum disorders. A multiple‑probe across behaviors design involved one student with autism and three with intellectual disability, collecting data on their ability to define and label three sets of science vocabulary words (bones, organs, plant cells). All participants acquired definition and labeling knowledge for the new science vocabulary terms, supporting the application of universal design principles with emerging technologies to create authentic learning opportunities. Keywords: augmented reality, autism, intellectual disability, science vocabulary, universal design for learning.

Abstract

The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each student's ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells). The results indicate that all students acquired definition and labeling knowledge for the new science vocabulary terms. Results are discussed in the context of applying universal design principles with emerging technologies to create authentic opportunities for students with intellectual disabilities and autism spectrum disorders to learn science vocabulary. (Keywords: augmented reality, autism, intellectual disability, science vocabulary, universal design for learning)