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 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.