Teachers’ perceptions on the use of Augmented Reality in students with Autism Spectrum Disorder

Abstract

In the inclusive educational context, the technological revolution has generated a progressive incorporation of emerging technologies, among which is Augmented Reality (AR). Augmented Reality offers great learning possibilities for students with Autism Spectrum Disorder (ASD) because it adapts to their cognitive style. In this sense, the aim of this study was to examine the perceptions of Primary and Secondary Education teachers about AR as a didactic resource for intervention with students with ASD. From a descriptive approach using the survey technique, a 10-item questionnaire designed ad hoc was applied to a sample of 140 teachers from Denmark, selected by accidental non-probabilistic sampling. The results show that teachers are not fully aware of the didactic potential of the AR tool with students with ASD and have misconceptions about it. As a future line of research, teachers should be trained in the use of this tool so that they can put Augmented Reality into practice with students with ASD.