A Comparative Study Of The Effects Between AR And Physical Teaching Aids On The Geometry Learning Of Students With Moderate Intellectual Disabilities

Geometry is an indispensable part of education and teaching for students with intellectual disabilities(ID)and has an important impact on their growth and development.Research has found that students with ID have greater difficulties and challenges in learning mathematics,such as geometry,in terms of attention,cognitive processes and memory.However,there is a lack of attention to the teaching of geometry to students with ID,and few studies have examined what resources or strategies can be provided to support the learning of geometry for students with ID.Teaching aids are important auxiliary materials for students with ID,and effective teaching aids can assist their learning and improve teaching quality.Studies have shown that physical teaching aids have good auxiliary effects on the mathematics learning of students with ID.With the development of educational technology,AR teaching aids have gradually demonstrated many advantages and achieved good results in education and teaching.However,the advantages and effectiveness of AR teaching aids in the education and teaching of students with ID mostly come from blank controls,and there is a lack of comparative research with actual commonly used physical teaching aids in classrooms,so their advantages are still controversial.Therefore,this study uses AR teaching aids and physical teaching aids to support geometry learning for students with ID and compares the effectiveness of the two types of teaching aids in order to provide a reference for meeting the geometry learning needs of students with ID and improving the quality of geometry teaching for students with ID.This study used a single-subject experimental design with multiple baseline across subjects and alternating treatment design to compare the effects of AR teaching aids and physical teaching aids on the geometry learning outcomes of students with ID from the perspectives of geometry learning scores and learning behaviors.Specifically,based on the subject selection criteria,four students with moderate intellectual disabilities were selected as the research subjects,with AR teaching aids and physical teaching aids as the independent variables and the geometry learning outcomes of the students as the dependent variable.The AR and physical teaching aids were randomly alternated for each subject for 24 times.The geometry learning outcomes included geometry learning scores and learning behaviors,and learning behaviors including participation behavior and non-participation behavior.The results showed that both AR and physical teaching aids were effective in improving the geometry learning outcomes of students with ID,and AR teaching aids showing better learning outcomes than physical teaching aids.Specifically,in terms of geometry learning scores,both AR and physical teaching aids had good immediate effects,and their effects were similar.In addition,both types of teaching aids maintained high maintenance effects even three weeks after the intervention,with AR teaching aids having better maintenance effects than physical teaching aids.In terms of learning behaviors,compared with physical teaching aids,the subjects were more active in AR teaching aids sessions,with higher participation frequency and lower non-participation frequency.It is particularly noteworthy that in the social validity interviews with the subjects after the intervention,all four subjects expressed a preference for AR teaching aids,were more interested in AR teaching and hoped that teachers would use AR teaching aids more often in the future.Based on the above results and the current status of geometry teaching research for students with ID in China,the following recommendations are proposed to better meet the academic learning needs of students with ID: first,attention and support should be increased for geometry learning for students with ID;second,research and application should be promoted of AR teaching aids in the academic field of students with ID;third,the research scope and service objects of AR teaching aids should be expanded in special education;fourth,the design and development of auxiliary learning resources such as teaching aids should be sterssed.