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


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.

[1] Averbukh N., Subjective-Situational Study of Presence // Lecture Notes in Computer Science. 2014, Vol. 8525, pp. 131–138. URL: Date of request: 14.11.2018.

[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.

[3] Fornasari L., Chittaro L., Brambilla P. Virtual reality in autism: state of the art // Epidemiology and Psychiatrical Science. 2011, Vol. 3, No. 20, pp. 235–238.

[4] Lahiri U., Bekele E., Dohrmann E., Warren Z., Sarkar N. Design of a virtual reality based adaptive response technology for children with autism // IEEE Transactions on Neural Systems & Rehabilitation Engineering. 2013, Vol. 1 , No. 21, pp. 55–64.

[5] Virtual autism is already a fact // Website «Doctor Komarovskiy». URL: virtualnyj-autizm-eto-uzhe-realnost.html Date of request: 06.04.2018.

[6] Morozov S. A., Morozova T. I. The world behind a glass wall // Public Foundation Assistance to children with special needs “Fathers and Children”. Official website. URL: 68&vol=0 Date of request: 29.03.2019.

[7] Peeters T. Autism. From Theoretical Understanding to Educational Intervention. Saint-Petersburg: Institute of Special Education and Psychology, 1999. 192 p.