The potential of augmented reality in the educational and inclusive dimension
DOI:
https://doi.org/10.32043/jimtlt.v3i1.63Abstract
In recent decades, educational technologies have grown considerably, not only from a quantitative point of view but also from a qualitative point of view, becoming an integral part of everyone's life and training (Poletti, 2015).In this panorama, Augmented Reality (AR) represents an emerging technology, increasingly at the center of investigations in various research fields, both at an international level (Carrera & Asensio, 2017; Lee, Dünser, Kim, Billinghurst, 2012) and national (De Paolis, 2012; Parola, 2017; Rivoltella, 2010) used in various fields of application, from the mechanical, tourism, to the medical-rehabilitation and psychological fields. One of the most interesting lines of research in recent years is linked, in particular, to the study of the potential of Augmented Reality (AR) in the educational field and its use for the creation of active and innovative learning paths, which present a high level of interaction and customization. The following article intends to investigate and analyze the AR phenomenon to further investigate its application in educational processes, in particular in the field of inclusive teaching with subjects with special educational needs, where the search for AR applications that intend to support people with different levels of ability and/or disability (Sheiderman, 2000).
Negli ultimi decenni le tecnologie educative sono cresciute notevolmente, non solo da un punto di vista quantitativo ma anche da un punto di vista qualitativo, diventando parte integrante della vita e della formazione di ciascuno (Poletti, 2015). In questo panorama la Realtà Aumentata (AR) rappresenta una tecnologia emergente, sempre più al centro di indagini in diversi ambiti di ricerca, sia a livello internazionale (Carrera & Asensio, 2017; Lee, Dünser, Kim , Billinghurst, 2012) che nazionale (De Paolis, 2012; Parola, 2017; Rivoltella, 2010) utilizzata in diversi campi di applicazione, da quello meccanico, turistico, a quello medico-riabilitativo e psicologico. Uno dei più interessanti filoni di ricerca degli ultimi anni si lega, in particolare, allo studio delle potenzialità della Realtà Aumentata (AR) in ambito educativo e al suo utilizzo per la creazione di percorsi di apprendimento attivi e innovativi, che presentano un elevato livello di interazione e personalizzazione. Nel seguente articolo si intende indagare e analizzare il fenomeno dell’AR per approfondire ulteriormente la sua applicazione nei processi educativi, in particolare nell’ambito della didattica inclusiva con soggetti con bisogni educativi speciali, dove è sempre più aumentata la ricerca di applicazioni AR che intendono supportare persone con diversi livelli di abilità e/ o disabilità (Sheiderman, 2000).
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