Augmented reality in special education: a meta-analysis of single-subject design studies
Open accessAbstract
There is a growing interest in using augmented reality (AR) applications to support individuals with special needs, such as intellectual disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and physical disabilities. The purpose of this study is to further examine the effectiveness of AR applications in improving the learning and skill acquisition of individuals with special needs. Following the PRISMA guidelines, a meta-analysis of the overall effectiveness of AR on individuals with different disabilities in single-subject studies was conducted. Sixteen single-subject studies on a more restricted subset of special educational needs types that matched the eligibility criteria were considered to explore the effect of AR on the acquisition of four types of skills: (a) social, (b) living, (c) learning, and (4) physical. The results showed that the AR applications had a large effect across the 16 single-subject studies. The effect of AR was the largest in promoting an individual’s learning skills, followed by social skills, physical skills, and living skills. This study offers an important insight into the relative success of AR in promoting academic and functional living skills to individuals with special needs. It also offers research-based guidance to decision-makers for supporting adolescents with special needs, such as autism spectrum disorders and intellectual disabilities.
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The meta-analysis used single-case studies without a control group and did not provide a breakdown of results by age.
“However, it is important to note that the meta-analysis used single-case studies without a control group and did not provide a breakdown of results by age (range 3 -35 years).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Baragash et al., 2019
The indexed bibliographic entry (labelled Abstract; no page) identifies the paper as a meta-analysis of single-subject design studies. The available passages do not say whether those studies lacked control groups or whether the analysis omitted an age breakdown, including for the stated 3–35-year range. (LLM, conf=0.78)
Experimental — accuracy not yet measuredBaragash et al. (2019) meta-analysis found significant improvement from baseline to intervention across four domains: learning, social, physical and living skills.
“They found signi fi cant improvement from baseline to intervention across four domains: learning, social, physical and living skills.”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Baragash et al., 2019
The Abstract reports a meta-analysis of 16 single-subject studies and a large effect on learning, social, physical and living skills. It does not report statistical significance or explicitly describe a baseline-to-intervention comparison (searched: baseline phase, intervention phase and statistical significance). (LLM, conf=0.83)
Experimental — accuracy not yet measuredIn that meta-analysis, the biggest improvement was observed in learning skills and the least improvement in living skills.
“The biggest improvement was observed in learning skills and the least improvement in living skills.”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Baragash et al., 2019
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Cites
A basic introduction to fixed-effect and random-effects models for meta-analysis
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2010) · Research Synthesis Methods · doi:10.1002/jrsm.12 · Cited by 6,793 · see citing works
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005) · Exceptional Children · doi:10.1177/001440290507100203 · Cited by 3,368 · see citing works
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Combining nonoverlap and trend for single-case research: Tau-U
Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011) · Behavior Therapy · doi:10.1016/j.beth.2010.08.006 · Cited by 1,468 · see citing works
Aldowah, H., Al-Samarraie, H., & Fauzy, W. M. (2019) · Telematics and Informatics · doi:10.1016/j.tele.2019.01.007 · Cited by 564 · see citing works
Self-citationMeta-analysis of the impact of Augmented Reality on students’ learning gains
Garzón, J., & Acevedo, J. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.04.001 · Cited by 491 · see citing works
Interpreting Kendall’s Tau and Tau- <i>U</i> for single-case experimental designs
Brossart, D. F., Laird, V. C., & Armstrong, T. W. (2018) · Cogent Psychology · doi:10.1080/23311908.2018.1518687 · Cited by 210 · see citing works
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Baragash, R. S., Al-Samarraie, H., Moody, L., & Zaqout, F. (2022) · Journal of Special Education Technology · doi:10.1177/0162643420910413 · Cited by 49 · see citing works
“More precisely, few meta-analysis studies have examined the effectiveness of AR in SEN (Baragash et al., 2019; Damianidou, Arthur-Kelly, et al., 2018; Damianidou, Foggett, et al., 2018; Garzón & Acevedo, 2019; Tekedere & Göke, 2016).”
BackgroundSelf-citationMcDowall, A., & Kiseleva, M. (2024) · Neurodiversity · doi:10.1177/27546330241291769 · Cited by 43 · see citing works
“Additionally, Baragash et al. (2019) conducted a meta-analysis of single-case studies using augmented reality (AR) technology in special education.”
Using Augmented Reality Toward Improving Social Skills: Scoping Review
Mittmann, G., Zehetner, V., Hoehl, S., Schrank, B., Barnard, A., & Woodcock, K. (2023) · JMIR Serious Games · doi:10.2196/42117 · Cited by 22 · see citing works
- Authors
- Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O.
- Affiliations
- Universiti Sains Malaysia (MY)
- School of Media and Performing Arts, Coventry University, Coventry, UK
- King Saud University (SA)
- Venue
- European Journal of Special Needs Education
- Publisher
- Informa UK Limited
- Published
- 2019-12-20
- Volume
- 35
- Issue
- 3
- Pages
- 382-397
- ISSN
- 0885-6257 (ISSN-L)
- 1469-591X
- OpenAlex
- W2996051960
- Cited by
- 115
- References
- 8
- Citations by year
- 2026: 6 · 2025: 17 · 2024: 21 · 2023: 25 · 2022: 21 · 2021: 17 · 2020: 8
- FWCI
- 1.23
- Type
- journal article
- Language
- en
- Open access
- Licence
- other-oa
- Locations
- European Journal of Special Needs Education (publishedVersion)
- Pure (Coventry University) (publishedVersion, other-oa)
- Topics
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- augmented reality, special education, special educational needs, intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, physical disability, skill acquisition, social skills, life skills, learning skills, physical skills, adolescents, educational technology effectiveness
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