A USER-CENTERED CONCEPTUAL FRAMEWORK FOR DESIGNING AUGMENTED REALITY OBJECT-RECOGNITION INTERVENTIONS TO SUPPORT EARLY COMMUNICATION IN CHILDREN WITH AUTISM
DOI:
https://doi.org/10.35631/IJEPC.1162052Keywords:
Augmented Reality, Autism Spectrum Disorder, Conceptual Framework, Early Communication, User-Centered DesignAbstract
Early communication difficulties remained a significant developmental challenge for children with autism spectrum disorder (ASD), often affecting learning engagement, social interaction, and functional independence. While Augmented Reality (AR) has gained attention as a promising intervention technology due to its interactive and context-aware capabilities, many existing AR-based solutions for autism are application-driven and lack a systematic design foundation grounded in user needs. This limits their consistency, scalability, and effectiveness across diverse learning contexts. This study proposed a user-centered conceptual framework to guide the design of AR-based object-recognition interventions aimed at supporting early communication development in children with autism. Grounded in User-Centered Design (UCD) principles, the framework integrates user needs, sensory-aware interaction design, and object-recognition mechanisms to align with the cognitive, communicative, and sensory characteristics of children with ASD. The framework was operationalized through the development of an AR prototype and examined through structured observation of children's interaction and quantitative usability evaluation by parents. Findings indicated that a framework-driven, user-centered approach supported engagement, attention, and object-function understanding, which are foundational to early communication skills. Parents' evaluations further validated the frameworks’ usability, learnability, sensory compatibility, and perceived communication support. Variations in user interaction outcomes also highlighted important framework refinement areas, including adaptive scaffolding and error-handling mechanisms for learners with lower communication readiness. This study contributed by offering a reusable and transferable conceptual framework that extends beyond a single application implementation. The framework provides practical guidance for educators, therapists, and developers in designing AR-based communication interventions for children with autism and establishes a foundation for future research in inclusive and technology-supported special education.
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