This study aimed to evaluate the use of an AR Sandbox in special education in geography for children with autism in order to enhance their learning through an innovative and engaging methodology. Preliminary results showed a significant improvement in geography skills through the use of tactile and visual stimuli, which improved students’ interaction and attention during specific lessons, labs, and learning activities where this tool was used._x000D_
In particular, by using a Cooperative Learning approach, the Sandbox became a powerful instrument for including autistic children in the class group, while Learning by Doing provided the possibility of linking theoretical aspects to practical, real and dynamic realizations. These methodologies proved particularly effective in engaging students in cooperative activities, making them protagonists of their learning, and facilitating the acquisition of relevant skills._x000D_
The study involved creating specific lessons in geography, led by behavior educators and teachers, based on primary school curriculum programming. The acquisition of data focused on academic learning outcomes, students’ feedback, and the functionality of the geotechnology._x000D_
The AR Sandbox has thus been shown to be a particularly useful and promising tool for special education in geography for autistic students, as it provides them with a total and engaging learning experience that integrates tactile, visual, and motor stimuli._x000D_
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References:_x000D_
– Ianes D., Bisogni educativi speciali e inclusione, Trento, Erickson, 2005 _x000D_
Lapierre A., Aucouturier B., I Contrasti e la scoperta delle nozioni fondamentali, Sperling & Kupfer, Milano 1984_x000D_
O’NEILL J. L., Through the Eyes of Aliens: A book about Autistic People, London, Jessica Kingsley, 1999.

Simone Betti – Diego Borghi – Lorenzo Virgini
Università degli Studi di Macerata (UNIMC) – Italy

 
ID Abstract: 898