Exploring Augmented Reality Games in Accessible Learning: A Systematic Review
This work addresses the problem of accessibility in AR learning games for special education, providing insights for educators and developers, though it is incremental as it reviews existing literature.
The study conducted a systematic review of Augmented Reality (AR) games in accessible learning, finding that AR games positively impact student learning from cognitive, affective, and retention perspectives, but identified drawbacks in current designs for special needs.
Augmented Reality (AR) learning games, on average, have been shown to have a positive impact on student learning. However, the exploration of AR learning games in special education settings, where accessibility is a concern, has not been well explored. Thus, the purpose of this study is to explore the use of AR games in accessible learning applications and to provide a comprehensive understanding of its advantages over traditional learning approaches. In this paper, we present our systematic review of previous studies included in major databases in the past decade. We explored the characteristics of user evaluation, learning effects on students, and features of implemented systems mentioned in the literature. The results showed that AR game applications can promote students learning activities from three perspectives: cognitive, affective, and retention. We also found there were still several drawbacks to current AR learning game designs for special needs despite the positive effects associated with AR game use. Based on our findings, we propose potential design strategies for future AR learning games for accessible education.