Exploring the Educational Affordances of Augmented Reality for Pupils with Moderate Learning Difficulties

Abstract

The aim of this study was to examine the potential educational affordances of Augmented Reality (AR) for pupils with Moderate Learning Difficulties (MLD). Data was elicited from 25 teachers specialised in AR and Special Education. Qualitative data analysis revealed 10 affordances, related to the provision of in situ contextual information, individualised guidance, feedback and gamified experiences, as well as to learning object visualisation, interaction reinforcement, and the ability to obtain first-person view. Results also indicated three affordances not previously documented in the literature; namely, attention capturing, skill development efficiency and repeatability. These findings can contribute to a better understanding of the educational value of AR for pupils with MLD, in addition to providing researchers, AR developers and educators with information that was heretofore limited.