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Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use
Author(s) -
Kang YaShu,
Chang YaoJen
Publication year - 2020
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12683
Subject(s) - intellectual disability , psychology , augmented reality , intervention (counseling) , mathematics education , task (project management) , class (philosophy) , activities of daily living , medical education , computer science , human–computer interaction , medicine , artificial intelligence , engineering , systems engineering , psychiatry
Abstract Background Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities. Materials and Methods Three junior high school students in a special education class participated in the experiment. We employed the augmented reality (AR) technology to gamify ATM skill training. Specifically, a multiple baseline design was adopted to demonstrate the relation between game‐based intervention and using an ATM independently. Results Data showed that the percentage of correct task steps increased among all three participants. Social validity results showed the teachers considered the AR game was very useful and it had helped their students learn the ATM skills effectively. Conclusions The proposed AR game can be used for effective training of students with intellectual disabilities using an ATM independently.