Augmented Reality in Auditory-visual Conditional Discrimination Training for Children with Autism

Year 2025, Erken Görünüm, 1 - 15

Hasan Köse , Nevin Güner

https://doi.org/10.21565/ozelegitimdergisi.1606043

Abstract

Introduction: Auditory-visual conditional discrimination is essential in developing functional skills, such as self-care and cognitive, social, and academic skills. Despite the availability of various effective methods, some children continue to face challenges in acquiring this form of discrimination.
Method: This study compared the effectiveness and efficiency of using picture cards versus augmented reality as learning material for auditory-visual conditional discrimination in children with autism spectrum disorder (ASD). Three boys aged 3 to 6, all diagnosed with ASD, participated in this study. Instruction and data collection took place in the participants’ homes. A single-subject research design was used, an adapted alternating treatment design embedded in multiple probes across participants.
Findings: Results showed that all participants successfully acquired the skill under augmented reality conditions, generalized their learning to different instructional sets, and retained their skills for two and five weeks after instruction. Conversely, only one participant successfully acquired, generalized, and maintained the skill in picture card condition.
Discussion: The findings suggest that augmented reality-based teaching methods can enhance the acquisition of auditory-visual conditional discrimination for children with ASD, particularly those who struggle to learn with traditional picture cards for various reasons. Social validity assessments suggest that augmented reality learning materials provide a stronger perceived validity compared to picture cards.

Keywords

Augmented reality , picture cards , auditory-visual conditional discrimination , receptive language , autism spectrum disorder

Otizmli Çocuklara İşitsel-Görsel Koşullu Ayırt Etme Öğretiminde Artırılmış Gerçeklik Kullanımı

Abstract

Giriş: İşitsel-görsel koşullu ayırt etme, bilişsel, sosyal ve akademik beceriler ile özbakım becerileri gibi işlevsel becerilerin gelişiminde önemli bir rol oynamaktadır. Ancak, etkili öğretim yöntemlerine rağmen, bazı çocuklar bu tür bir ayırt etmeyi öğrenmede güçlük yaşayabilmektedir.
Yöntem: Bu çalışmada, otizm spektrum bozukluğu (OSB) tanısı almış çocuklarda işitsel-görsel koşullu ayırt etmeye yönelik öğrenme materyali olarak resimli kartlar ile artırılmış gerçeklik kullanımının etkililiği ve verimliliği karşılaştırılmıştır. Çalışmaya, yaşları 3 ile 6 arasında değişen OSB tanılı üç erkek çocuk katılmıştır. Uygulama ve veri toplama süreci katılımcıların evlerinde gerçekleştirilmiştir. Araştırmada, tek-denekli araştırma desenlerinden katılımcılar arası çoklu yoklama içine gömülü uyarlanmış dönüşümlü uygulamalar modeli kullanılmıştır.
Bulgular: Bulgular, tüm katılımcıların artırılmış gerçeklik koşullarında hedef beceriyi başarıyla edindiğini, edindiği beceriyi farklı öğretim setlerine genelleyebildiğini ve öğretim sonrasındaki iki ve beşinci haftalarda sürdürebildiğini göstermiştir. Buna karşılık, resimli kartlar koşulunda yalnızca bir katılımcı beceriyi başarıyla edinmiş, genellemiş ve sürdürmüştür.
Tartışma: Sonuçlar, artırılmış gerçeklik tabanlı öğretim materyallerinin, özellikle geleneksel resimli kartlarla çeşitli nedenlerle öğrenme güçlüğü yaşayan OSB olan çocuklar için işitsel-görsel koşullu ayırt etme becerisinin edinimini kolaylaştırabileceğini göstermektedir. Ayrıca, sosyal geçerlik bulguları, artırılmış gerçeklik ile hazırlanan öğrenme materyallerinin resimli kartlara kıyasla daha yüksek düzeyde sosyal geçerlik taşıyabileceğini ortaya koymaktadır.

Keywords

Artırılmış gerçeklik , resimli kartlar , işitsel-görsel koşullu ayırt etme , alıcı dil , otizm spektrum bozukluğu

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