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Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind

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Developing and evaluating an immersive augmented reality application for children with developmental communication

Lucy Bryant¹, Benjamin Bailey^1,2,3, Bronwyn Hemsley^1,3

¹Faculty of Health, University of Technology Sydney Graduate School of Health, Sydney, Australia.

International Journal of Speech-Language Pathology

|August 13, 2024

Summary

Augmented reality (AR) applications can support language learning for children with developmental communication disability. Careful design is crucial for accessibility and effectiveness in educational tools.

Keywords:

augmented reality autism developmental communication disability developmental language disorder participatory design

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Area of Science:

Developmental Psychology
Educational Technology
Human-Computer Interaction

Background:

Children with developmental communication disability often require specialized educational tools.
Augmented reality (AR) presents a novel approach to enhance language learning and education for this population.

Purpose of the Study:

To explore professionals' views on effective AR features for children with developmental communication disability.
To design, build, and evaluate a prototype AR application (InterPlay) for language learning support.

Main Methods:

A three-stage design methodology was employed.
Expert reference focus groups informed prototype development.
The InterPlay prototype was used to evaluate AR features.

Main Results:

Key design considerations for AR applications were identified.
Evaluation revealed themes including accessible design, integration of realities, usability barriers, and technology comparison.
Focus groups highlighted opportunities for AR in supporting children with developmental communication disability.

Conclusions:

AR applications require meticulous design and implementation for accessibility and benefit.
The InterPlay prototype serves as a foundation for future AR development in this field.