Aura: Augmented Reality in Mobile Devices for the Learning of Children With ASD – Augmented Reality in the Learning of Children With Autism

Aura: Augmented Reality in Mobile Devices for the Learning of Children With ASD – Augmented Reality in the Learning of Children With Autism

Marva Angélica Mora Lumbreras (Universidad Autónoma de Tlaxcala, Mexico), Méndez-Trejo María de Lourdes (Universidad Autónoma de Tlaxcala, Mexico) and Sanluis-Ramírez Ariel (Universidad Autónoma de Tlaxcala, Mexico)
Copyright: © 2018 |Pages: 28
DOI: 10.4018/978-1-5225-5243-7.ch006

Abstract

A person with autism or autism spectrum disorder (ASD) presents conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. Augmented reality (AR) combines reality with virtual aspects such as sound, video, graphics, or GPS data. Specifically, Aura is a mobile augmented reality application applied in the learning of children with ASD with the purpose of helping them in their relationships with the outside world and especially in their learning. Aura consists of five modules and 42 activities. The modules are Learn Basic Shapes, Repeat Basic Habits, Draw, Learn to Write, and Learn Values and Empathy. This project was tested by children of the Angelitos Mios Foundation, located in Apizaco Tlaxcala. The test showed favorable results. Tests were conducted with students in the age range of 4-8 years with ASD. The foundation is currently working on the acquisition of mobile devices for the implementation of Aura.
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Background

Background of Augmented Reality

The Augmented Reality (AR) is a variation of Virtual Reality. Virtual Reality technologies wrap users in a completely synthetic environment, shifting the real world around them. Augmented Reality AR, however, allows the user to see the real world, in which virtual objects are superimposed, such as animations, 3D objects (Lara, 2004). Therefore, the Augmented Reality does not replace reality, but complements it (González, 2011). The Augmented Reality in mobile devices has a great impact, because it is very easy to work with this type of devices, giving way to great possibilities to generate Augmented Reality by relating images in real time, geographic position of the user, markers with information stored in the Fombona (Fombona, 2012). Platforms like Vuforia (Vuforia, 2017) currently allow us to implement AR with texture-based tracking (Markeless, 2013), which gives us more freedom when superimposing our models within the real world and do not need to put another element on some side to recognize it; the application will intelligently know where and how it should run.

Within the Augmented Reality animation can be included, in this project 2D animation will be used, 2D animation is a process that allows to give the sensation of movement to images, drawings or other inanimate objects (plasticine, paper, etc.). It is normally considered an optical illusion. There are numerous techniques for performing animation that go beyond familiar cartoons (Cogua, 2017).

The beginnings of the Augmented Reality date from 1962, when Morton Heilig, who was a cinematographer, made a system called Sensorama which included stimulation for the sense of smell, taste and touch. Later in 1973 Ivan Sutherland invented the Head Mounted Display, which is a helmet for visualization of images created by computer.

The term Augmented Reality was coined in 1992 by Tom Caudell, who used it to describe a screen that would be used by Boeing's electrician technicians, who mixed virtual graphics with physical reality.

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