Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective

Abstract

Many autistic children1 face challenges with vocabulary learning. Augmented Reality (AR) has the potential to improve their learning process by leveraging their visuo-perceptual strengths. However, there is a gap in the literature on how AR solutions should be designed, and what guidelines should be considered. Extant solutions supporting autistic children in vocabulary learning using AR have been created without taking into consideration insights from children, their parents, or experts. This paper explores the potential of AR in enhancing vocabulary learning in autistic children through a participatory design approach. Involving experts with a background in psychology, pedagogy, speech therapy, and special education, as well as autistic children and their parents, resulted in a better understanding of the underlying mechanisms used to teach vocabulary and the interaction modalities offered by AR to engage the children. This work will facilitate the design of an AR technology to support vocabulary learning in autistic children.