Abstract
Technological developments of recent years can provide the ability to use innovative techniques and tools in education. One of these useful tools is mobile augmented reality, a technology that enables users to enrich the real world with virtual content using mobile computing. Learners with different-abilities (or learner with disabilities) are a growing and significant demographic globally, yet distance education has failed to address their specific needs to create a fully inclusive experience in education. Mobile augmented reality (MAR) and its distinct characteristics provide an opportunity to remedy this situation. This chapter will present three strategies for eliminating systemic barriers in distance education through the added value of MAR. The chapter concludes by summarizing and contextualizing the research, describing the current limitations, gaps in research and exploring key areas for future studies so that MAR technology can reach its full potential for inclusiveness in distance education.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342.
Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. Journal of Technology Studies, 40(2), 96–107.
Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology. Psychology in the Schools, 50(3), 259–271.
Aziz, N. A. A., Aziz, K. A., Paul, A., Yusof, A. M., & Noor, N. S. M. (2012). Providing augmented reality based education for students with attention deficit hyperactive disorder via cloud computing: Its advantages, 14th International Conference on Advanced Communication Technology (ICACT), 19–22 February, Korea, (pp. 577–581).
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2015). Mobile augmented reality in vocational education and training. Procedia Computer Science, 75, 49–58.
Banks, J. (2014). Barriers and supports to postsecondary transition case studies of African American students with disabilities. Remedial and Special Education, 35(1), 28–39.
Barnard-Brak, L., & Sulak, T. (2010). Online versus face-to-face accommodations among college students with disabilities. The American Journal of Distance Education, 24(2), 81–91.
Bau, O., & Poupyrev, I. (2012). REVEL: Tactile feedback technology for augmented reality. ACM Transactions on Graphics (TOG), 31(4), 89.
Berge, Z., & Muilenburg, L. (2000). Barriers to distance education as perceived by managers and administrators: Results of a survey. Distance Learning Administration Annual, 2000.
Betts, K. (2013). National perspective: Q&A with National Federation of the Blind & Association of higher education and disability. Journal of Asynchronous Learning Networks, 17(3), 107–114.
Campigotto, R., McEwen, R., & Epp, C. D. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74–86.
CAST. (2014). Universal design for learning guidelines version 2.0. Wakefield, MA. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185–197.
Denhart, H. (2008). Deconstructing barriers perceptions of students labeled with learning disabilities in higher education. Journal of Learning Disabilities, 41(6), 483–497.
Dryer, R., Tyson, G., & Shaw, R. (2014). 15 Motivation to learn and quality of life issues in higher education students with a disability. Student Motivation and Quality of Life in Higher Education, 17, 128.
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology (pp. 735–745). New York: Springer.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22.
Edmonds, C. D. (2004). Providing access to students with disabilities in online distance education: Legal and technical concerns for higher education. American Journal of Distance Education, 18(1), 51–62.
Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33–41.
Erickson, M. J., & Larwin, K. H. (2016). The potential impact of online/distance education for students with disabilities in higher education. International Journal of Evaluation and Research in Education, 5(1), 76–81.
Escobedo, L., Nguyen, D. H., Boyd, L., Hirano, S., Rangel, A., Garcia-Rosas, D., & Hayes, G (2012, May). MOSOCO: A mobile assistive tool to support children with autism practicing social skills in real-life situations. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2589–2598). ACM.
Escobedo, L., Tentori, M., Quintana, E., Favela, J., & Garcia-Rosas, D. (2014). Using augmented reality to help children with autism stay focused. IEEE Pervasive Computing, 13(1), 38–46.
Fatma, S. F. (2013). E-learning trends issues and challenges. IJECR, 3(2), 1–10.
Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., … & Wolforth, J. (2009). Disabilities and e-learning problems and solutions: An exploratory study. Educational Technology & Society, 12(4), 241–256.
FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., & Thomas, R. (2013). Augmented reality and mobile learning: The state of the art. International Journal of Mobile and Blended Learning, 5(4), 43–58.
Global Partnership for Education. (2012). Results for learning report 2012: Fostering evidence-based dialogue to monitor access and quality in education (November). Washington, DC: GPE.
Gullone, E. (2000). The biophilia hypothesis and life in the 21st century: Increasing mental health or increasing pathology? Journal of Happiness Studies, 1(3), 293–322.
Hartig, T., Mang, M., & Evans, G. W. (1991). Restorative effects of natural environment experiences. Environment and behavior, 23(1), 3–26.
Ho, C. M. L., Nelson, M. E., & Müeller-Wittig, W. (2011). Design and implementation of a student-generated virtual museum in a language curriculum to enhance collaborative multimodal meaning-making. Computers & Education, 57(1), 1083–1097.
Ismaili, J. (2016). Mobile learning as alternative to assistive technology devices for special needs students. Education and Information Technologies, 1–17.
Jaeger, P. T. (2014). Internet justice: Reconceptualizing the legal rights of persons with disabilities to promote equal access in the age of rapid technological change. The Review of Disability Studies: An International Journal, 9, 39–59.
Jelfs, A., & Richardson, J. T. (2010). Perceptions of academic quality and approaches to studying among disabled and nondisabled students in distance education. Studies in Higher Education, 35(5), 593–607.
Karamanoli, P., & Tsinakos, A. (2016). Augmented reality and dyslexia: A new approach in teaching students. In Proceedings of IABL 2016: Blended Learning for the 21st Century Learner, Kavala, Greece, April 22–24 (pp. 102-110). IABL 2016. ISBN: 978-618-82543-0-5.
Keller, J. M. (2010). What is motivational design? In Motivational design for learning and performance (pp. 21–41). US: Springer.
Kinash, S., Crichton, S., & Kim-Rupnow, W. S. (2004). A review of 20-23 literature at the intersection of online learning and disability. The American Journal of Distance Education, 18(1), 5–19.
Lazar, J., & Jaeger, P. (2011). Reducing barriers to online access for people with disabilities. Issues in Science & Technology, 27(2), 68–82.
Lin, C. Y., Chai, H. C., Wang, J. Y., Chen, C. J., Liu, Y. H., Chen, C. W., … & Huang, Y. M (2016). Augmented reality in educational activities for children with disabilities. Displays, 42, 51–54.
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761.
Massengale, L. R., & Vasquez, E. III (2016). Assessing accessibility: How accessible are online courses for students with disabilities? Journal of the Scholarship of Teaching and Learning, 16(1), 69–79 (Feb 2016).
McMahon, D. D. (2014). Augmented reality on mobile devices to improve the academic achievement and independence of students with disabilities. (Doctoral Dissertation). University of Tennessee, Knoxville.
Mikołajewska, E., & Mikołajewski, D. (2011). E-learning in the education of people with disabilities. Adv Clin Exp Med, 20(1), 103–109.
Mirzaei, M. R., Ghorshi, S., & Mortazavi, M. (2014). Audio-visual speech recognition techniques in augmented reality environments. The Visual Computer, 30(3), 245–257.
Moisey, S. D. (2004). Students with disabilities in distance education: Characteristics, course enrollment and completion, and support services. Journal of Distance Education, 19(1), 73.
Moore, M. G. (1989). Distance Education: A learner’s system. Lifelong Learning, 12(8), 8–11.
Moorefield-Lang, H., Copeland, C., & Haynes, A. (2016). Accessing abilities: Creating innovative accessible online learning environments and putting quality into practice. Education for Information, 32(1), 27–33.
Moreira, F., Ferreira, M. J., Pereira, C. S., & Durão, N. (2016). Collaborative learning supported by mobile devices: A case study in Portuguese High Education Institutions. In New Advances in Information Systems and Technologies (pp. 157–167). Cham: Springer International Publishing.
Morrison, A., Oulasvirta, A., Peltonen, P., Lemmela, S., Jacucci, G., & Reitmayr, G., (2009). Like bees around the hive: A comparative study of a mobile augmented reality map. In Proceedings of the SIG- CHI Conference on Human Factors in Computing Systems (CHI ‘09).
Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality: The potential for education. Procedia-Social and Behavioral Sciences, 103, 657–664.
Nti, K. (2015). Supporting access to open online courses for learners of developing countries. The International Review of Research in Open and Distributed Learning, 16(4), 156–171.
Oliveira, L. C. D., Soares, A. B., Cardoso, A., Andrade, A. D. O., & Lamounier Júnior, E. A. (2016). Mobile augmented reality enhances indoor navigation for wheelchair users. Research on Biomedical Engineering, (AHEAD), 0–0.
Oralbekova, A., K, Aryzmbetova, S. Z., Begalieva, S. B., Ospanbekova, M., N., Mussabekova, G., A. & Dauletova, A. S. (2016). Application of information and communication technologies by the Future Primary School Teachers in the context of inclusive Education in the Republic of Kazakhstan. International Journal of Environmental and Science Education, 11(9), 2813–2827.
Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclusive education. Exceptional Children, 69(1), 97–107.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543.
Rice, M. F., & Jr, Carter R. A. (2015). When we talk about compliance, it’s because we lived it. Online educators’ roles in supporting students with disabilities. Online Learning, 19(5), 18–36.
Roberts, J. B., Crittenden, L. A., & Crittenden, J. C. (2011). Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services. Internet and Higher Education, 14(4), 242–250.
Robertson, R., Robertson, A., Jepson, R., & Maxwell, M. (2012). Walking for depression or depressive symptoms: A systematic review and meta-analysis. Mental Health and Physical Activity, 5(1), 66–75.
Seale, J. (2013). E-learning and disability in higher education: Accessibility research and practice (2nd ed.). London: Routledge.
Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M., Vaughn, A. J., … & Hook, H. (2013). Pilot physical activity intervention reduces severity of ADHD symptoms in young children. Journal of Attention Disorders, 17(1), 70–82.
Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners’ vocabulary learning. Journal of Educators Online, 12(2), 50–72.
Tandy, C., & Meacham, M. (2009). Removing the barriers for students with disabilities: Accessible online and web-enhanced courses. Journal of Teaching in Social Work, 29(3), 313–328.
Tentori, M., & Hayes, G. R. (2010, September). Designing for interaction immediacy to enhance social skills of children with autism. In Proceedings of the 12th ACM International Conference on Ubiquitous Computing (pp. 51–60). ACM.
Tobar-Muñoz, H., Fabregat, R., & Baldiris, S. (2015). Augmented reality game-based learning for mathematics skills training in inclusive contexts. Informática Educativa Comunicaciones, 21, 39–51.
UNESCO (2013). Policy guidelines for mobile learning, ISBN 978-92-3-001143-7, Paris, France. Retrieved at http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
Valore, L., & Diehl, G. E. (1987). The effectiveness and acceptance of home study. Washington, DC: National Home Study Council.
van Jaarsveldt, D. E., & Ndeya-Ndereya, C. N. (2015). ‘It’s not my problem’: Exploring lecturers’ distancing behaviour towards students with disabilities. Disability & Society, 30(2), 199–212.
Vullamparthi, A. J., Nelaturu, S. C. B., Mallaya, D. D., & Chandrasekhar, S. (2013, December). Assistive learning for children with autism using augmented reality. In 2013 IEEE Fifth International Conference on Technology for Education (T4E) (pp. 43–46). IEEE.
Wang, Y. D. (2014). Building student trust in online learning environments. Distance Education, 35(3), 345–359.
Wideman, M., & Odrowski, S. (2012). Let’s learn more about how UDL can benefit our students. Accessible instruction: UDL in teaching and learning. Retrieved from https://ssbp.mycampus.ca/www_ains_dc/Introduction6.html.
World Health Organization. (2014). Fact sheet No. 352. Media Center: World Health Organization. Retrieved from http://www.who.int/mediacentre/factsheets/fs352/en/.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.
Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119–140.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Glossary
- Attention Deficit Hyperactive Disorder (ADHD)
-
Attention Deficit Hyperactive Disorder is a mental disorder of the neurodevelopmental type. It is characterized by problems with paying attention, excessive activity and/or difficulty controlling behavior.
- Augmented Reality (AR)
-
For the purposes of this chapter, AR will be defined as experiencing the physical world while using a device that provides an informational or graphical overlay to enhance the person’s perception of reality. Users interact with the real world in real time through a tool that can display additional information in the form of videos, graphics, sound and/or GPS data. Augmented reality can also be classified as either marker-based or location-based. Marker-based AR uses recognizable images or symbols in the real world such as Quick Response Codes (QR Codes), whereas location-based AR uses the location of the user through systems such as the Global Positioning System (GPS) to augment the physical world.
- Autism Spectrum Disorder (ASD)
-
Autism Spectrum Disorder describes a range of conditions classified as neurodevelopmental disorders. Individuals diagnosed with autism spectrum disorder must present two types of symptoms: deficits in social communication and interactions along with restricted, repetitive patterns of behavior, interests or activities. Features of these disorders include social deficits and communication difficulties, repetitive behaviors and interests, sensory issues, and in some cases, cognitive delays.
- Inclusion
-
Inclusion in an educational context describes a learning situation that considers and values all learners. All learners are full participants in the learning environment and not restricted in any way.
- Intellectual Disability (ID)
-
An intellectual disability is a disability characterized by significant limitations in both intellectual functioning and adaptive behavior.
- Learning Disabilities (LD)
-
Learning Disabilities are neurologically based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long- or short-term memory and attention.
- Mobile Augmented Reality (MAR)
-
Mobile augmented reality is the intersection of two interface technologies: augmented reality and mobile computing. Small and portable computing devices (i.e., smartphones and tablet computers), linked by wireless networks, contain elements such as a camera and MEMS sensors such as accelerometer, GPS and solid-state compass that make them suitable for AR platforms
- People with Different-Abilities
-
For the purposes of this paper, the term “people with different-abilities,” “learners with different-abilities” or “students with different-abilities” will be used to describe people who have been limited in society physically, sensorial, cognitively and/or psychologically. These include but are not limited to people who are visually, hearing, motility or otherwise physically impaired, people who are on the autism spectrum, have Attention Deficit Hyperactive Disorder (ADHD) or have one or more learning disabilities, people who are developmentally disabled and also people who have mental health issues.
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Tesolin, A., Tsinakos, A. (2018). Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities. In: Yu, S., Ally, M., Tsinakos, A. (eds) Mobile and Ubiquitous Learning. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6144-8_4
Download citation
DOI: https://doi.org/10.1007/978-981-10-6144-8_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-6143-1
Online ISBN: 978-981-10-6144-8
eBook Packages: EducationEducation (R0)