GeoSolvAR Coding Scheme for Spatial Perspective-Taking: Augmented Reality and Gesture-Enabled Learning in Special Education
DOI:
https://doi.org/10.54228/mjaret0624008Keywords:
Augmented Reality; Gesture-Based Interaction; Spatial Perspective-Taking; Special Education; GeoSolvAR; Coding Scheme; Spatial Cognition; Educational TechnologyAbstract
This paper introduces GeoSolvAR, an adaptive interactive learning environment based on an augmented reality (AR) and gesture-based interaction paradigm that supports the development of the ability called spatial perspective-taking – the capacity for an individual to imagine the world from the viewpoint of someone other than herself. To support this ability, GeoSolvAR provides a series of 3D interactive high-immersive visualizations accompanied by intuitive gesture-driven interactions. We evaluated GeoSolvAR using an adaptive-tutoring randomized controlled trial with 60 children with special educational needs (SEN) between the ages of 8 and 14. The GeoSolvAR learning metaphor was compared with its two-dimensional counterpart previously employed for instructional purposes. Spatial perspective-taking is traditionally difficult to master, yet we observed a 35% increase in task performance and a 40% reduction in completion time. Qualitative data also highlights increased engagement and motivation levels in the GeoSolvAR group.
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