By combining traditional teaching methods with augmented reality (AR), students are able to better visualize processes through their interaction between the real and digital worlds. For example, AR can superimpose real world objects with information boxes and virtual items. Beyond sight, AR can also involve the sense of touch, hearing, and smell. Some studies show that AR significantly affects students’ problem solving, motivation, and learning outcomes. 


AR and Education


Researchers at  Cornell Tech and Columbia University explored the capacity for AR to assist people with low vision in their ability to navigate stairs. They tested two prototypes: a simulated AR projection with a smartphone and a Microsoft HoloLens (a type of smartglass) prototype. 

Stair Navigation with AR

Augmented reality (AR) can assist individuals with visual impairments by overlaying auditory, tactile, or enhanced visual information onto the real-world environment to improve navigation, object recognition, and spatial awareness.

Augmented Reality for Visually Impaired Users

Assistive technology utilizing AR experience to bridge the digital and physical worlds, with the capacity to address multiple types of disability.

University of Michigan - Ann Arbor

Google

- Vision
- Hearing
- Speech communication
- Learning, cognition, and developmental
- Mobility, seating, and positioning
- Daily Living
- Environmental Adaptations
- Vehicle modification and transportation
- Computers and related peripherals
- Recreation, sports, and leisure 
- Augmented Reality
- AI as Assistive Technology
- Assistive technology for students with disabilities

Assistive Technology for Vision

- personal amplification systems, 
- wireless TV listening systems, 
- vibrating alarm clocks, 
- doorbell with flashing light alert, 
- portable closed captioning system, 
- face-to-face dual keyboard communication system, 
- amplified telephones, 
- phone with captioning,

Assistive Technology for Hearing

- voice amplification systems, 
- stuttering aids, 
- artificial larynx, 
- communication boards, 
- speech output software, 
- symbol-making software,
- speech generating devices

Assistive Technology for Speech Communication

- memory aids
- text-to-speech systems to support learning (not related to vision needs)
- reminder systems
- notetaking systems
- audio books

Assistive Technology for Learning, cognition, and development

- wheelchairs, 
- walkers, 
- canes, 
- crutches, 
- scooters

Assistive Technology for Mobility, Seating, and Positioning

- dressing aids such as zipper pulls and button hooks, 
long handle shoe horn, 
- Reacher, 
- adapted kitchen tools and eating utensils, 
- walker carrying bag, 
- wheelchair cup holder, 
- book stand, 
- automatic soap dispenser, 
- vacuum robot, 

Assistive Technology for Daily Living

- door openers, 
- lifts, 
- ramps, 
- systems designed to remotely control appliances and/or electronics

Assistive Technology: Environmental Adaptations

- Vehicle hand controls, 
- devices for  securing a wheelchair to the floor of a vehicle, 
- ramps, 
- lifts, 
- raised roofs
- adaptive seat belts. 

Assistive Technology for Transportation

- screen magnification software 
- alternative keyboards and input devices, 
- voice recognition.

Assistive Technology for Computer Use

- playing card shuffler
- adapted sporting equipment

Assistive Technology for Recreation, Sports, and Leisure 

- Disability Bias in AI Assistive Technology
- Disability Bias in NLP Models

AI as Assistive Technology

Exploring the impacts of Assistive Technology on students at school from primary, secondary, and university.

Assistive Technology for Students with Disabilities

Augmented Reality as Assistive Technology

A study on emotion recognition training (ERT) found that pairing coloured photographs and video clips of facial expressions with contextual information significantly improved the ability of people with moderate learning disabilities to identify emotions, compared to photographs shown without context. Participants' accuracy also varied with age, intellectual ability, and task demands (e.g., recognizing versus labelling an emotion).

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