Gesture-Driven Augmented Reality Solutions for Enhancing Spatial Learning in Children with Special Needs
DOI:
https://doi.org/10.54228/mjaret0624007Keywords:
Augmented Reality; Gesture Recognition; Spatial Learning; Special Education; Children with Disabilities; Interactive Learning; Cognitive DevelopmentAbstract
This study showcases a novel gesture-enabled augmented reality (AR) approach for enhancing spatial learning in children with special needs. By leveraging the synergy between gesture recognition technology and AR, we create an interactive, immersive, and engaging learning experience for children with special needs who face various difficulties. We adapt to their individual learning needs and provide prompt feedback to aid and encourage their learning. We conducted experiments with 50 children with special needs aged 6 to 12, demonstrating an improvement of 30% in their spatial reasoning skills and an increase in learning engagement of 25% using our system compared with traditional pen and paper-based methods. These results demonstrate the potential of gesture-enabled AR in special education as a promising approach to spatial learning and supporting the cognitive development of children.
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