ABSTRACT

Background: It is a challenging task to teach students who get diagnosed with a specific learning difficulty. Given that they can easily get distracted, they need more support than students without any disability. Accordingly, the use of any instructional technology that could attract their attention might have a positive impact on their learning process. Therefore, it is important to investigate the effects of augmented reality technology which combines real and virtual elements that might attract students’ attention and interest in the learning process of students diagnosed with specific learning difficulties to offer them an effective educational environment.

Purpose: The purpose of this study is to determine the effects of augmented reality technology on the learning of science concepts by students with a specific learning difficulty.

Methods: A multiple-probe design was implemented for all of the participants. The sample of the study consisted of four sixth-grade students who were diagnosed with specific learning difficulties by general hospitals. One of these students was included in the pilot study and the other three in the main study.

Results: The general results of the study showed that augmented reality technology was effective in supporting the learning of students with a specific learning difficulty and these students were willing to use augmented reality technology, finding it attractive.

Conclusion: Further studies should investigate the impacts of augmented reality technology on students’ emotional processes. Additionally, the design processes of augmented reality-supported instructional materials can be examined.

摘要

背景：教被诊断出有特定学习困难的学生是一项具有挑战性的任务。鉴于他们很容易分心，他们需要比没有任何残疾的学生更多的支持。因此，任何能够吸引他们注意力的教学技术的使用都可能对他们的学习过程产生积极影响。因此，重要的是研究结合了真实和虚拟元素的增强现实技术的效果，这些技术可能会吸引学生对被诊断出有特定学习困难的学生的学习过程的注意力和兴趣，为他们提供有效的教育环境。

目的：本研究的目的是确定增强现实技术对具有特定学习困难的学生学习科学概念的影响。

方法：对所有参与者实施了多探针设计。该研究的样本包括四名被综合医院诊断为特定学习困难的六年级学生。其中一名学生参加了试点研究，另外三名参加了主要研究。

结果：研究的总体结果表明，增强现实技术可以有效地支持有特定学习困难的学生的学习，这些学生愿意使用增强现实技术，认为它很有吸引力。

结论：进一步的研究应该调查增强现实技术对学生情绪过程的影响。此外，还可以检查增强现实支持的教学材料的设计过程。