Augmented Reality as a Tool for Inclusive Education: Improving Literary Psychology Learning for Students with Special Needs

Background/purpose. This study aims to examine the effectiveness of integrating Augmented Reality (AR) technology in literary psychology education for students with special needs in the context of inclusive education. Materials/methods. Using a mixed-method approach, the study involved 120 students from three disability categories (dyslexia, autism, blind) and a control group. The main instruments used were the Adaptive Literary Comprehension Test (ALCT), User Experience Questionnaire (UEQ), AR application interaction logs, and semi-structured interviews with teachers and students. Results. Quantitative results showed a significant improvement in ALCT scores in the experimental group, especially in visually impaired (+40.2%) and dyslexic (+34.5%) students. Correlation analysis revealed a positive relationship between the duration of interaction with 3D objects and an increase in ALCT scores (r = 0.61; p < 0.001). Qualitatively, teachers and students reported increased participation and emotional understanding through adaptive audio and visual features. The heatmap data supported these findings by identifying favorite areas of interaction according to the sensory needs of each group. The integration of the Universal Design for Learning (UDL) framework in AR application design has been proven to be able to expand access, increase engagement, and deepen literary understanding. Conclusion. This research makes an important contribution to the design of inclusive technology-based learning, and recommends the expansion of trials at the higher education level and diverse local cultural contexts.