Implementing Augmented Reality (AR) on Phonics-based Literacy among Children with Autism

Zainal Rasyid Mahayuddin, Najmiah Mamat


The implementation of Augmented Reality (AR) technology in education has created an interesting approach to enhance the effectiveness and attractiveness of teaching and learning for students in real-life scenarios. This medium offers unique affordances, combining physical and virtual worlds, with continuous and implicit user control of the point of view and interactivity. This paper introduces the technology of augmented reality and its capabilities in facilitating children with autism. AR is a technology that overlays digital information on a live view of the physical world to create a blended experience. AR provides unique experiences and opportunities to learn and interact with information in the physical world. Hence, AR can be one of the effective technologies available in developing tools for teaching and learning with the combination of the virtual world and real objects such as transportation, fruits, numbers, and alphabets. This will facilitate the autistic child to recognize the abstract concepts of the real objects and their descriptions. The purpose of this paper was to investigate the use of AR on mobile devices in fostering literacy in academic and learning skills for children with autism using the phonics learning method. This prototype helps the autistic child to capture and associate the graphics or pictures of the surrounding objects so as improving the literacy and learning skills of the children. The results show that the children can pronounce and to distinguish between vowels “aâ€, “i†and “uâ€. The children are also able to answer most of the questions in the exercises provided. The interactivity between the children and the application raises their attention and focus mainly in literacy and learning skills.


augmented reality; autism; literacy; learning skills; mobile; phonics method.

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