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T. J., B., & L.V, T. (2020). Physical and Augmented Reality As Elements of Visual Culture: Proportions in Educational Products for Persons with ASD. KnE Social Sciences, 4(5), 133–137. https://doi.org/10.18502/kss.v4i5.6531

https://doi.org/10.18502/kss.v4i5.6531

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authors

  • Bystrova T. J.

    Bystrova T. J.

    Doctor of Philosophy, Professor, Ural Federal University, Ekaterinburg, Russia
  • Tokarskaya L.V

    Tokarskaya L.V

    PhD of Psychology Science, assistant professor, Ural Federal University, Ekaterinburg, Russia

Published Date

  • Mar 3, 2020

Physical and Augmented Reality As Elements of Visual Culture: Proportions in Educational Products for Persons with ASD

KnE Social Sciences / International Scientific Conference – "Man in the world of culture: problems of science and education" / Pages 133–137

Abstract

This article raises the question of the impossibility of standardized use of augmented reality technologies in the educational process. This approach changes the status of augmented reality and transforms it into a phenomenon of visual culture. The authors represent a hypothetical ratio of physical and augmented realities in educational products for people with autism spectrum disorders (ASD), considering their needs, behavioral patterns and states. The proportion is based on the authors’ advanced research.


Keywords: augmented reality, visual culture, education, educational product, needs, autism spectrum disorders.

References
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[2] Bystrova T., Tokarskaya L., Vukovic D. Visual perception specifics of children with ASD as a determinant for educational environment outlinetimes // International Journal of Cognitive Research in Science, Engineering and Education. 2017. Vol. 5, No. 1, pp. 75–84.

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