Augmented Reality-Based Procedural Task Training Application for Less Privileged Children and Autistic Individuals

Abstract

In this work, we evaluate the applicability of using Augmented Reality applications in for enhanced learning experiences for children from less privileged backgrounds, with a focus on autistic population. Such an intervention can prove to be very useful to children with reduced cognitive development. In our evaluation, we compare the AR mode of instruction for a procedural task training, using tangram puzzles, with live demonstration and a desktop-based application. First, we performed a within-subjects user study on neurotypical children in the age group of 9 - 12 years. We asked the children to independently solve a tangram puzzle after being trained through different modes of instruction. Second, we used the same instruction modes to train autistic participants. Our findings indicate that during training, children took the longest time to interact with Desktop-based instruction, and took the shortest time to interact with the live demonstration mode. Children also took the longest time to independently solve the tangram puzzle in the Desktop mode. We also found that autistic participants could use AR-based instructions but required more time to go through the training.