Abstract
Augmented reality is an emerging technology that aims to enrich the elements of the real world with virtual information through the use of appropriate devices. These new technological devices, namely smart mobile devices such as smartphones and tablets, can serve as a link between augmented reality and the user. Augmented reality technology has not left the education industry unscathed, attracting the interest of many teachers and researchers, since it is seen as an important, cutting-edge learning and educational tool. Augmented reality provides students with unique learning experiences by supplementing the sensory stimuli of sight and hearing with three-dimensional images, sounds, videos, etc. The purpose of this study is to investigate the effectiveness of augmented reality in high school history classrooms for the teaching of students with attention-deficit hyperactivity disorder (ADHD). The evaluation was conducted with semi-structured interviews with students who have been diagnosed with ADHD, using a questionnaire at the end of the procedure. Qualitative analysis was mainly used to conclude. The method used to carry out this work is the case study. Research findings show that augmented reality technology can make a positive contribution to the learning process. Through the answers of most students, it seemed that they accepted augmented reality and considered it essential for learning better. Furthermore, student behaviors such as attention, engagement and learning motivation showed an improvement. Finally, the educational objectives of this didactic intervention were achieved to a satisfactory degree according to the results of the test.
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Fraggista, C., Krouska, A., Troussas, C., Sgouropoulou, C. (2023). Exploring the Use of Augmented Reality in Teaching History to Students with Attention-Deficit Hyperactivity Disorder. In: Kabassi, K., Mylonas, P., Caro, J. (eds) Novel & Intelligent Digital Systems: Proceedings of the 3rd International Conference (NiDS 2023). NiDS 2023. Lecture Notes in Networks and Systems, vol 783. Springer, Cham. https://doi.org/10.1007/978-3-031-44097-7_22
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