Utilization of Augmented Reality (AR) in Learning for Students with Special Needs

Abstract

This study is a literature review aimed at exploring the utilization of Augmented Reality (AR) technology in the education of students with special needs. A systematic literature review method based on the PRISMA protocol was employed, with sources collected from databases such as Scopus, ScienceDirect, Google Scholar, and Sinta. A total of 15 selected articles met the inclusion criteria, which included a focus on AR in special education and publication years between 2015 and 2024. The results show that AR helps students with special needs, such as those with intellectual disabilities, autism spectrum disorder, and visual impairments, pay more attention, understand concepts better, and be more motivated to learn. Furthermore, research demonstrates that AR fosters student independence and engagement by utilizing interactive visuals and immersive learning experiences. This review recommends broader integration of AR into inclusive education curricula and draws attention to the importance of teacher training in AR-based instructional methods. Future research is encouraged to develop AR applications tailored to specific student needs and to empirically evaluate their effectiveness across educational levels.