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<p>This research presents an innovative approach to enhancing learning and social skills in children with ASD-MLN by integrating AR technology. The <i>FatimAR</i> application, paired with the “<i>We Live by Knowledge Book</i>” aims to create an engaging and interactive learning experience. Through AR, children can visualize 3D objects, listen to native language audio, and interact with educational content in a more immersive way, which can boost attention, memory, and motivation. The app’s social features, such as selfie-taking and sharing, also promote social interaction and communication skills. The study hypothesizes that <i>FatimAR</i> can significantly improve English capital letter recognition, recall, and social engagement in children with ASD-MLN. A quasi-experimental design was employed, assessing twelve children aged four to seven over four weeks, using pre- and post-intervention evaluations. The research aims to rigorously assess the effectiveness of this AR-based intervention, with the goal of empowering children with ASD-MLN to overcome challenges and reach their full potential, contributing to inclusive education practices by demonstrating faster learning outcomes.</p>

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Enhancing Learning and Social Skills in Children with ASD-MLN: An Exploratory Study with Augmented Reality Intervention

  • 期刊论文

  • 发表日期：

    2025年8月6日

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  • Rajibul Anam,
  • Chin Kuan Ho,
  • Ajwad Ahmed

摘要

This research presents an innovative approach to enhancing learning and social skills in children with ASD-MLN by integrating AR technology. The FatimAR application, paired with the “We Live by Knowledge Book” aims to create an engaging and interactive learning experience. Through AR, children can visualize 3D objects, listen to native language audio, and interact with educational content in a more immersive way, which can boost attention, memory, and motivation. The app’s social features, such as selfie-taking and sharing, also promote social interaction and communication skills. The study hypothesizes that FatimAR can significantly improve English capital letter recognition, recall, and social engagement in children with ASD-MLN. A quasi-experimental design was employed, assessing twelve children aged four to seven over four weeks, using pre- and post-intervention evaluations. The research aims to rigorously assess the effectiveness of this AR-based intervention, with the goal of empowering children with ASD-MLN to overcome challenges and reach their full potential, contributing to inclusive education practices by demonstrating faster learning outcomes.