| Abstract | The augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and virtual reality (VR) within educational contexts, more specifically special education contexts. VR is one of the fastest growing technologies (Nuguri, Calyam, Oruche, Gulhane, Valluripally, Stichter, & He, 2021) and AR is growing rapidly showing advances in interaction, navigation, and tracking within education, entertainment, business, medicine, and other settings (Ablyaev, Abliakimova, & Seidametova, 2020). Despite AR and VR demonstrating documented success with enriching learning opportunities and task performances (Billingsley, Smith, Smith, & Meritt, 2019; Bricken, 1991; Nuguri et al., 2021), there is limited research on applying these programs directly within a school setting for students with disabilities. To understand the effectiveness of AR and VR, a meta-analysis of six studies was conducted using hierarchical linear modeling focusing on functional, transitional, and social skills. Participants included 18 students ages 6-15-years-old all with a special education diagnosis (i.e., Intellectual Disability or Autism). Results suggest that these interventions are effective in developing functional, transitional, and social skills with students with disabilities. Most notably, participants aged 14-15 years old showed the greatest effect estimates. There were no differences for sex. Limitations and potential future directions in supporting students with disabilities are discussed. |
