Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use

Background Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities. Materials and Methods Three juni...

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Bibliographic Details
Published in:Journal of applied research in intellectual disabilities 2020-05, Vol.33 (3), p.409-419
Main Authors: Kang, Ya‐Shu, Chang, Yao‐Jen
Format: Article
Language:English
Subjects:
ATM
ATM skills
Augmented reality
augmented reality (AR)
Automated teller machines
computer game
Computer Simulation
Daily Living Skills
Educational Games
Instructional Effectiveness
Intellectual disabilities
Intellectual Disability
Junior High School Students
Middle schools
Money Management
Secondary school students
Skills
Special Education
Students with Disabilities
Teaching Methods
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Summary:Background Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities. Materials and Methods Three junior high school students in a special education class participated in the experiment. We employed the augmented reality (AR) technology to gamify ATM skill training. Specifically, a multiple baseline design was adopted to demonstrate the relation between game‐based intervention and using an ATM independently. Results Data showed that the percentage of correct task steps increased among all three participants. Social validity results showed the teachers considered the AR game was very useful and it had helped their students learn the ATM skills effectively. Conclusions The proposed AR game can be used for effective training of students with intellectual disabilities using an ATM independently.
ISSN:1360-2322
1468-3148
DOI:10.1111/jar.12683