Augmented Reality App for Adults with Autism

Status: Completed MA Thesis

Exploring Situated Learning in Augmented Reality Apps for Adults with Autism Spectrum Disorder

Jessica Clarkson

Jessica Clarkson

This research study focuses on the development and efficacy analysis of an iOS transportation app that helps users navigate the public transit system in Toronto, Canada (TTC) through augmented reality. [Keywords: assistive technologies, augmented reality, iOS, mobile application, autism spectrum disorder, ASD]


Project Summary

Augmented Reality on the TTC

Augmented Reality for the TTC

Numerous studies have examined the effects of technology on individuals with autism spectrum disorder (ASD). However, there is a significant gap in current research. The majority of these studies are focused on children, and do not address the young adult and adult populations. The framework for this research looks at the affects of an iOS app that uses situated learning, augmented reality, and communities of practice to create an authentic learning environment that is measured through intrinsic learning. The iOS app is a transportation app that helps users navigate the public transit system in Toronto, Canada (TTC) by providing additional supports through augmented reality. The iOS app used for this research project was designed by the researcher and developed by a team within the Faculty of Business and IT at UOIT.

Augmented Reality App, Directions

Augmented Reality, Map View Augmented Reality iOS App

This project contributes to a broader, group exploration of how mobile technology can be used to assist a variety of learners, including individuals with autism spectrum disorder (ASD), to relate to the world and explore their full potential. Research projects in this area focus on individuals of a wide variety of ages and ability levels. Emerging mobile technologies have opened up a new world of assistive technologies, and an expansion of online learning environments. We are interested in exploring different tools and pedagogical approaches through our various research projects.

References

Clarkson, J. (2013, April). Exploring Situated Learning in Augmented Reality Apps for Adults with Autism Spectrum Disorder. Poster Presentation at the Graduate Student Research Conference, Oshawa, ON.

Clarkson, J. (2014, February). Exploring Situated Learning in Augmented Reality Apps for Adults with Autism Spectrum Disorder. Presentation at the Graduate Student Research Conference, Oshawa, ON.

Clarkson, J. (2013, February). Exploring Situated Learning in Augmented Reality Apps for Adults with Autism Spectrum Disorder. Presentation at the UOIT Faculty of Education Symposium, Oshawa, ON.

Clarkson, J. (Accepted). Creating intrinsic learning in an ios app: A theoretical framework. A poster presentation for the IADIS e-Learning 2014 Conference, July 15-18, Lisbon, Portugal.

Clarkson, J. (2014, July). Development of an ios app using situated learning, communities of practice, and augmented reality for autism spectrum disorder. A short paper presentation for the IADIS e-Learning 2014 Conference, July 15-18, Lisbon, Portugal.

Robertson, L., White, H., Broder, J., Ellis, H., & Clarkson, J. (2014, February). Improving Outcomes for Learners through Assistive Technologies: How can we Provide Conditions for “Enable”ment? Workshop Presentation at the Ontario Education Research Symposium, Toronto, ON.

Robertson, L., White, H., Clarkson, J., & Ellis, H. (2014). The teacher’s role in assistive technology for everyday inclusion. Proceedings Paper at the International Council on Education for Teaching, June 2014, Oshawa, ON

Robertson, L., White, H., Ellis, H., & Clarkson, J. (2014, February). Assistive Technologies: How can we build conditions of “Enable”ment?. Panel Presentation at the UOIT Faculty of Education Symposium, Oshawa, ON.

Robertson, L., (2014) Re-visioning the “least restrictive environment”: Achieving independence and achievement. Panel Presentation at the Canadian Society for the Study of Education, May 2014, St. Catherine’s, ON.