Denizli-Gulboy Hicran, Genc-Tosun Derya, Gulboy Emrah
Department of Special Education, Eskisehir Osmangazi University, Eskisehir, Turkey.
Research Institute for Individuals with Disabilities, Anadolu University, Eskisehir, Turkey.
Int J Dev Disabil. 2021 Sep 8;69(4):472-486. doi: 10.1080/20473869.2021.1972741. eCollection 2023.
The purpose of this study was to determine whether the augmented reality in children with autism spectrum disorder is an evidence-based practice. For this purpose, a systematic literature review was conducted for determining research that implemented the augmented reality. The review followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. As a result of the review, nine single-case experimental design (SCED) research that met the inclusion criteria were analyzed using the quality indicators. At the end of the quality evaluation, the effect size of eight SCED research that were determined to have evidence of a strong or adequate quality was calculated by using Tau-. The results of the study revealed that the augmented reality was a promising and highly effective intervention (Tau = 0.98) in teaching new skills for children with autism spectrum disorder.
本研究的目的是确定针对自闭症谱系障碍儿童的增强现实是否为基于证据的实践。为此，进行了一项系统的文献综述，以确定实施增强现实的研究。该综述遵循系统评价和Meta分析的首选报告项目（PRISMA）指南。作为综述的结果，使用质量指标对九项符合纳入标准的单病例实验设计（SCED）研究进行了分析。在质量评估结束时，使用Tau-计算了八项被确定具有强或充分质量证据的SCED研究的效应量。研究结果表明，增强现实在为自闭症谱系障碍儿童教授新技能方面是一种有前景且高效的干预措施（Tau = 0.98）。
