AbstractEducational practice is managing a rise of the digital learning age along with the rapid development across the virtuality-reality continuum. Such innovation comes with an ongoing debate over the benefits and barriers of technology in classrooms. While the population of learners is growing in diversity, implementation of technology in schools is often based on evidence from research conducted with an average mainstream population. An inclusive approach to meaningful implementation of any new technology should involve a more nuanced exploration of various cases, experiences and perceptions of pupils and teachers.
The aim of this research was to explore engagement and experience of learning with augmented reality (AR) learning game scenarios for pupils in Year 4-6 in four North West England primary schools. This research was specifically intended to analyse the interaction between pupils associated with the label of Attention Deficit/Hyperactivity Disorder (ADHD) and their peers on individual and collaborative tasks. The AR-enabled learning materials were designed to explore various levels of kinaesthetic elements and digital content and find optimal balance between the two.
Through an analysis of multiple cases involving pupils with ADHD and their neurotypical peers, different perspectives and experiences around using AR learning tools were considered and explored. To contextualise and expand the analysis of experiences, teaching staff were included in the interviewing phase to share their valuable insight into the school routines and environment. To increase the impact of this study on educational practice, further research and development, practical suggestions and guidelines were summarised and shared.
|Date of Award||11 Apr 2022|
|Supervisor||CLARE WOOLHOUSE (Director of Studies), FIONA HALLETT (Supervisor) & LAURA NICHOLSON (Supervisor)|