The Effect of Literacy Learning via Mobile Augmented Reality for the Students with ADHD and Reading Disabilities
This study focuses on the effects of mobile augmented reality (MAR) on word recognition learning. The study developed an interactive effect and corresponding video on word learning in MAR. MAR uses the camera of the mobile phone. It is installed in to interpose virtual objects on the real life view through the camera. The study participants were two fifth-grade elementary school children with Attention Deficit Hyperactivity Disorder (ADHD) and reading disabilities. The study followed a single-case design using ABA’ models in which A indicated the baseline, B indicated the intervention and A’ indicated the maintenance phrase. The experiment period was almost 3 months. The independent variable was word recognition teaching with MAR on Chinese literacy ability of ‘read the words’ and ‘select the correct the word to blank line’. The experimental results demonstrated that the scores for 2 children with ADHD and reading disabilities increased considerably during the intervention and maintenance phrases. The developmental applications of these results are also discussed.
KeywordsPerformance of word recognition ADHD Reading disability Mobile augmented reality
This work was financially supported by the National Science Council, Taiwan, under the Grant 100-2410-H-024-028-MY2.
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