Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta-Analysis of Group Design Studies

Reem Sulaiman Baragash, Hosam Al-Samarraie, Louise Moody, Fahed Zaqout

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Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills. This meta-analysis study examined the effect of AR on functional skills acquisition across individuals affected by different disabilities. Group design studies based on a random-effects model alongside the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were used in this study. A total of 119 individuals with different types of disabilities (including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, Down syndrome, hearing disability, and visual disability) were obtained from seven studies. The overall effect size of AR across the seven studies was significant. The results showed that AR can be effective and helpful for individuals with disabilities to help them make daily decisions and guide their actions in society. The implications for practice and research as well as the possible areas that require further investigation are discussed.
Original languageEnglish
Pages (from-to)(In-press)
JournalJournal of Special Education Technology
Early online date6 Mar 2020
Publication statusE-pub ahead of print - 6 Mar 2020



  • augmented reality
  • disabilities
  • daily living skills
  • functional skills
  • special education

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