AR as an Educational Technology for the Development of Reading Skills in Children With ASD in Korean Language Education

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-18 DOI:10.1111/jcal.70078

Tong Bao

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引用次数: 0

Abstract

Background

Given the limited availability of effective tools for Korean language learning among students with autism spectrum disorder (ASD), there is a need to explore innovative educational technologies to support the development of reading skills in Korean language education for this population.

Objectives

The purpose of this study is to examine the effectiveness of AR technology in supporting Korean language learning by high school students with autism spectrum disorder, ASD.

Methods

The intervention program rested on the use of the AR application ‘Kimchi Reader’ to learn Korean as a foreign language. Quantitative data were collected through pretests and posttests that assessed reading skills. Qualitative data were obtained through semistructured interviews with parents.

Results and Conclusions

The results showed that the experimental group showed a slight improvement in overall average scores compared to the control group. Student's t-tests revealed statistically significant improvements in syllable recognition, word reading, sentence comprehension and overall reading skills in the experimental group. In addition, the experimental group demonstrated a moderate level of variability in scores, which indicates individual differences between the participants. The effect size (Cohen's d) of approximately 0.47 suggests a medium effect size of AR-based interventions on improving reading skills. Qualitative results confirm positive experiences and improved language skills among students and parents. However, the study identified some limitations, such as the complexity of AR interfaces, sensory overload and limited social interaction. These limitations highlight the need for individual interventions and the creation of specialised applications for students with ASD. The practical significance of these findings lies in their potential to serve as a guide for future research.

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韩国语教育中的AR教育技术对ASD儿童阅读技能发展的影响

鉴于自闭症谱系障碍（ASD）学生韩语学习的有效工具有限，有必要探索创新的教育技术，以支持这一人群的韩语教育中阅读技能的发展。目的本研究旨在探讨AR技术对自闭症谱系障碍高中生韩语学习的支持效果。方法采用AR应用程序“Kimchi Reader”进行韩语学习干预。定量数据是通过评估阅读技能的前测和后测收集的。通过与家长的半结构化访谈获得定性数据。结果与结论实验组的整体平均得分较对照组略有提高。学生的t检验显示，实验组在音节识别、单词阅读、句子理解和整体阅读技能方面有统计学上的显著提高。此外，实验组在得分上表现出中等程度的差异，这表明参与者之间存在个体差异。效应量（Cohen’s d）约为0.47，表明基于ar的干预措施对提高阅读技能具有中等效应。定性结果证实了学生和家长的积极体验和语言技能的提高。然而，该研究也发现了一些局限性，比如AR界面的复杂性、感官过载和有限的社交互动。这些限制突出了个体干预和为自闭症学生创建专门应用程序的必要性。这些发现的实际意义在于它们有可能为未来的研究提供指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope