Technological developments of recent years can provide the ability to use innovative techniques and tools in education. One of these useful tools is mobile augmented reality, a technology that enables users to enrich the real world with virtual content using mobile computing. Learners with different-abilities (or learner with disabilities) are a growing and significant demographic globally, yet distance education has failed to address their specific needs to create a fully inclusive experience in education. Mobile augmented reality (MAR) and its distinct characteristics provide an opportunity to remedy this situation. This chapter will present three strategies for eliminating systemic barriers in distance education through the added value of MAR. The chapter concludes by summarizing and contextualizing the research, describing the current limitations, gaps in research and exploring key areas for future studies so that MAR technology can reach its full potential for inclusiveness in distance education.
Tesolin, A., & Tsinakos, A. (2018). Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities (pp. 59–80). https://doi.org/10.1007/978-981-10-6144-8_4