Evaluation of an augmented reality APP for children with dyslexia: a pilot study

Abstract

Different emerging technologies have been integrated into the field of education for several decades. This article presents the evaluation of an augmented reality (AR) application for working with students with dyslexia. The aim of this article is to find out the perception of young people with dyslexia (aged 10 - 15) after using the AR application using the Technological Acceptance Model and to find out their evaluation of the technical, aesthetic and ease of navigation aspects of the application by means of an ad hoc questionnaire. Seven children with dyslexia participated in this pilot study. The methodology used was an empirical-descriptive observational study. The first results show that the level of acceptance towards this technology is acceptable, with intermediate values of 3 in all dimensions of the TAM Model. The most outstanding aspects of the application are the quality of the texts, the narrative of the game, the order in the sequence of the activities, the use of memory during the game and the setting of the video game on planets. Therefore, this AR application can be considered useful for working with the needs of children with dyslexia from a playful perspective.