Abstract

Children with ID have low learning capabilities, they need extra care and support in their learning process. This paper describes a case study conducted using Augmented Reality-based intervention, to teach the English alphabet to a child with moderate ID. The participant was a 12-year-old boy with a mental age of 5 and the study observed the impact of AR in the learning process of this child. The methodology was a pretest-posttest intervention. During the intervention, three parameters – interest, attention, and engagement – of the participant were assessed and found that AR-based training made a positive change on these parameters. After the intervention, a posttest was conducted to assess his memory retention and learning outcome and found that the AR intervention was effective in improving both these parameters. Hence, the results of this study warrant further exploration of AR in the learning process of children with ID.

Keywords: Intellectual disability, augmented reality, moderate id, attention, english literacy, memory retention, engagement