Augmented Reality–Delivered Video Prompting for Functional Mathematics in Intellectual Disabilities
A Single-Case Design Replication
DOI:
https://doi.org/10.48112/aessr.v6i2.1230Abstract
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This study evaluated the effectiveness of a video-prompting intervention delivered through augmented reality for teaching functional mathematics skills to Colombian young adults with intellectual disabilities. A single-case multiple-probe-across-tasks design was implemented with three participants as a methodological replication study conducted in a Latin American context. The targeted skills included recipe adjustment, bill adjustment, and wage calculation. Results showed immediate and sustained increases in the percentage of correctly completed steps following the introduction of the intervention, along with large effect sizes and maintenance of performance after withdrawal. Participants also reported high social acceptability of the procedure. Given that most prior studies have been conducted in non–Latin American contexts, these findings provide context-specific empirical evidence from Colombia that supports the external validity and cross-cultural applicability of video prompting delivered via augmented reality as an instructional approach for teaching functional mathematics and for its use in transition-to-adulthood programs.
Keywords:
Augmented reality, Functional mathematics, Intellectual disability, Transition to adulthood, Video promptingReferences
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