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Updated: Aug 6, 2026
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Usability Evaluation of Augmented Reality: A Neuro-Information-Systems Study
Published on: November 30, 2022
Augmented reality-based assistive technology for executive function rehabilitation in students with hearing
Pattrawadee Makmee1, Peera Wongupparaj2,3
1Department of Research and Applied Psychology, Faculty of Education, Burapha University, Chonburi, Thailand.
Disability and Rehabilitation. Assistive Technology
|July 21, 2026
Summary
Augmented reality (AR) significantly improved verbal working memory in hearing-impaired students. This visual-spatial approach offers promising cognitive rehabilitation for executive function deficits.
Area of Science:
- * Cognitive rehabilitation
- * Assistive technology
- * Special education
Background:
- * Hearing impairments increase risk of executive function (EF) deficits.
- * Limited auditory-linguistic scaffolding impacts learning.
- * Augmented reality (AR) leverages visual-spatial strengths for cognitive support.
Purpose of the Study:
- * To design and evaluate an AR-based assistive technology for enhancing EF in elementary students with hearing impairments.
- * To explore user perspectives on the AR technology's usability.
Main Methods:
- * Explanatory sequential mixed methods design.
- * Phase 1 (QUAN): 50 hearing-impaired students (Grades 1-6) in experimental/control groups for 8 AR sessions.
- * Phase 2 (QUAL): 12 participants interviewed; quantitative and qualitative data integrated via joint display.
Main Results:
- * Significant improvement in verbal working memory (p = .005) in the AR group.
- * Marginal effect on inhibition response time (p = .029).
- * Thematic analysis revealed five themes; mixed methods integration yielded four meta-inference types.
Conclusions:
- * AR assistive technology shows potential for cognitive rehabilitation in hearing-impaired students.
- * Visual-spatial principles enhance EF.
- * Mixed methods approach revealed intervention mechanisms not evident independently.
