An Intervention Research Of Augmented Reality Technology Assisted Instruction On The Literacy Ability In Children With Intellectual Disabilities

As the foundation for reading and writing,literacy is an important condition for early literacy development and a key ability necessary for individuals to successfully learn and live their lives.A certain level of literacy is also necessary for children’s early language development and plays an important role in the social communication skills of children with intellectual disabilities.Due to low intelligence and cognitive level,the literacy ability of children with intellectual disabilities is relatively weak and lags behind that of ordinary normal children,which makes it difficult for children with intellectual disabilities to perform normal learning activities of listening,reading,and writing,and more difficult to obtain important information in life.Previous studies have mostly used the intuitive teaching method and children’s song literacy teaching method to intervene the literacy skills of children with intellectual disabilities,which have problems such as single content and insufficient interactivity and contextuality.Therefore,it is necessary to conduct further intervention studies on the literacy skills of children with intellectual disabilities in order to explore effective literacy intervention methods.Augmented reality technology presents 3D models of Chinese characters through visualization technology and realizes natural interaction between learners and learning contents with human-computer interaction technology.The intuitive three-dimensional animation of Chinese characters fits in with the visualized thinking of children with intellectual disabilities,which can help children with intellectual disabilities understand Chinese characters and deepen their level of memory.The combination of real and virtual visualization provides a realistic contextual learning space for children with intellectual disabilities,and children can explore the learning content independently through real-time interaction,and establish an effective connection between the phonetics,shape,meaning and use of Chinese characters through multi-sensory stimulation experience of sight,sound and touch,thus deepening the cognitive effect of literacy.Thus,this study investigates the intervention effect of augmented reality technology assisted instruction on the literacy ability of children with intellectual disabilities.The study used a cross-subject multi-detection design in a single-subject experiment,with the augmented reality technology assisted instruction as the independent variable and the literacy ability of children with intellectual disabilities as the dependent variable,the intervention period was divided into baseline,intervention period,and generalization period.Literacy ability was assessed mainly in two dimensions: word phonetics-shape-meaning and word usage.At the end of the experiment,visual analysis showed that the literacy ability and sub-dimensions of all three subjects showed an increasing trend.By calculating the intervention effect sizes for Tau and MBLR,the average intervention effect of Tau and the average generalization effect size of literacy ability were 1 and 1 respectively.The mean MBLR intervention expectancy change rate was 96.27% and the mean generalization period change rate was 96.13%.This indicates that the immediate and generalization effects of the intervention were good,and combined with the information collected qualitatively from the interviews,this study concludes the following.First,augmented reality technology assisted instruction can effectively improve the literacy skills of children with intellectual disabilities,and the immediate and generalized effects of the intervention were significant.Second,augmented reality technology assisted instruction can improve the word phonetics,shape,meaning,and word usage abilities of children with intellectual disabilities,and the immediate and generalized effects of the intervention are both positive.In response to the findings and the problems in the study,it is proposed that future literacy content should be presented through visualization technology and literacy teaching should rely on multi-sensory interaction,while promoting the use of augmented reality technology in literacy teaching.