The Impact of Augmented Reality Technology on Visual Perception in Preschool Children at Risk of Specific Learning Disorder

Mina Farajpour; Esmaeil Zaraii Zavaraki; Parviz Sharifi Daramadi; Morteza Bakhtiarvand; Pooria Barzan

Authors

Mina Farajpour Master of Educational Technology (Education of People with Special Needs), Allameh Tabataba'i University, Tehran, Iran. Author https://orcid.org/0009-0002-7258-3156
Esmaeil Zaraii Zavaraki Professor of Educational Technology Department, Allameh Tabataba'i University,Tehran, Iran. Corresponding Author https://orcid.org/0000-0003-3584-4118
Parviz Sharifi Daramadi Professor of Psychology and Education of Exceptional Children Department, Allameh Tabataba'i University, Tehran, Iran Author https://orcid.org/0000-0002-4608-8453
Morteza Bakhtiarvand Post-Doctoral Researcher of Instructional Technology at Europa-Universität Flensburg, Flensburg, Germany. Author https://orcid.org/0000-0003-3853-5476
Pooria Barzan PhD Candidate, Department of English Language and Literature, Ilam University, Ilam, Iran. Author https://orcid.org/0000-0002-7694-5428

Keywords:

augmented reality, learning disorder, preschool children, visual perception

Abstract

Preschool children at risk of specific learning disorders face challenges in processing visual information due to deficits in visual perception, which can adversely impact their cognitive and academic development. This study aimed to investigate the effect of augmented reality (AR) technology on enhancing visual perception in these children. A quasi-experimental pretest–posttest control group design was employed. The population consisted of preschool children at risk of specific learning disorders in preschools in Darab during the 2024–2025 academic year. Through purposive sampling, 16 children were selected using the Steele (2004) Learning Disabilities Screening Questionnaire and Captain’s Log software, and they were randomly assigned to experimental and control groups (8 children per group). The experimental group underwent eight 30-minute AR-based intervention sessions. The Frostig Visual Perception Test was administered to both groups during the pretest and posttest phases. Analysis of covariance (ANCOVA), controlling for pretest scores, indicated that the experimental group significantly outperformed the control group in visual perception (p < .001, partial η² = .784) and its subcomponents, including eye-motor coordination (p = .007, partial η² = .442), figure-ground discrimination (p = .001, partial η² = .556), constancy of shape (p = .007, partial η² = .443), position in space (p = .018, partial η² = .361), and spatial relationships (p = .017, partial η² = .366). These findings underscore the effectiveness of AR in enhancing visual perception. By providing an interactive, dynamic, and engaging learning environment, AR proves to be an effective tool for early interventions aimed at supporting children with special needs.

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