Effect of a Writing Program by Augmented Reality Technology on Writing Skill in Children With Learning Disability

Abstract

The purpose of this study was to investigate the effects of a visual perception training program using Augmented Reality technology on visual perception in children with Learning Disabilities and to examine the results of a writing training program using Augmented Reality technology in children with Learning Disabilities. The sample group consisted of 25 individuals aged between 7 to 10 years, who were then randomly divided into 2 groups. The experimental group consisted of 13 children who received a writing training program through Augmented Reality technology games, while the control group comprised 12 children who underwent a training program involving general occupational therapy. All group underwent the experiment 22 times. Visual perception was assessed using the Developmental Test of Visual Perception Assessment (DTVP-3), which was evaluated before, during, and after the experiment. Additionally, writing ability was assessed using the Visual-Movement Integration Skills Assessment (VMI) and the Writing Achievement Assessment writing subtest (WRAT-Thai), which were evaluated before and after the experiment. The results of the study were showed after experiment. The results of the study showed that visual perception improved significantly with the use of Augmented Reality technology games, with statistical significance observed at the 0.05 level. The Visual-motor integration skills and writing abilities also increased significantly, statistically significant at the 0.05 level, following the provision of a writing practice program utilizing virtual reality technology. This study shows that children with learning disabilities exhibit enhanced writing abilities, thereby indicating that parents of such children may expect improved write skills. This training package can be implemented under the guidance of an assistive technologist or occupational therapist.