Augmented Reality Applications for Skill Development in Children with Learning Disabilities

Abstract

Learning disabled children usually have problems in concentration, understanding and learning skills, which restrict their educational and social growth. The conventional instructional techniques do not often tend to cater to different learning needs, and this leaves a huge gap in inclusion education. In this paper, the researcher will examine how the use of Augmented Reality (AR) as an innovative intervention can be used to improve the development of skills among children with learning disabilities. The suggested methodology will be a combination of AR-based interactive modules that will enhance literacy, numeracy, memory, and motor coordination skills. The research methodology involves designing adaptive AR learning environments, usability tests and experimental analysis involving a controlled group of learners. The data were gathered based on performance indicators, level of engagement, and cognitive response. An example of primary school children illustrates how activities based on AR enhance the rate of task completion and retention compared to traditional activities. Analytical results show great improvement in learning involvement, accuracy, and conceptual knowledge, and measurable gains in attention and motivation. The findings show that AR supports multisensory learning to allow individual and rich learning experiences. This paper has gone further to include the scope of inclusive education systems, rehabilitation programs and assistive learning technologies. Other challenges highlighted include the cost, accessibility, and teacher training needs. To sum up, AR-based learning systems have the potential to become an effective tool that can help address educational gaps and promote skill acquisition among children with learning disabilities.