Quintero Jairo, Baldiris Silvia, Rubira Rainer, Cerón Jhoni, Velez Gloria
GIDATI Research Group, Pontifical Bolivarian University, Medellín, Colombia.
Escuela Superior de Ingeniería y Tecnología (ESIT), International University of La Rioja, Logroño, Spain.
Front Psychol. 2019 Aug 13;10:1835. doi: 10.3389/fpsyg.2019.01835. eCollection 2019.
The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.
利用增强现实（AR）实现教育包容尚未得到深入探索。本系统综述描述了将AR用作一种教育技术的现状，该技术考虑了所有学生的需求，包括残疾学生。这是通过分析各种因素来完成的，例如AR的优势、局限性、用途、挑战、在教育领域的范围、所涉及的人群以及其在涉及不同教育需求学生的学习场景中使用所产生的正面或负面影响。通过在三个跨学科数据库（Scopus、科学网和施普林格链接）中进行检索，对2008年至2018年间的50项研究进行了分析。为此，所考虑的方法学阶段包括规划综述、检索、文献分析和结果报告。分析结果后发现，在科学领域将AR用于全纳教育的研究开展得最多。对于残疾人群体，所报告的最具代表性的优势包括激发学生的积极性、互动性并引起他们的兴趣。同时，确定的一个重要方法学局限性是样本量；一些调查是针对两三个受试者进行的，还发现了一些单受试者设计的研究。就所涉及的人群而言，这些研究通常包括患有不同损伤（听力、视力、运动或认知方面）的学生、少数群体（种族、弱势群体），而将其他被排除的群体，如超常人才和移民群体排除在外，这些群体未来有待探索。尽管存在不同的问题需要解决，但很少有报告关注教育中的多样性框架，并且这些研究中没有考虑全纳教育的模式和方法。最后，通过本次综述，我们确定了一些开放性问题，这些问题可能会引发关于利用AR促进创建全纳学习场景这一主题的新研究。
