Teaching Navigation Skills to Adolescents with Autism Through Augmented Reality-Supported Video Modeling

This study evaluated the effectiveness and retention of augmented reality (AR)-supported video modeling (VM) for teaching navigation and location-finding skills to individuals with autism spectrum disorder (ASD). Three male participants aged 15–17 years with a diagnosis of ASD were included in the study. A multiple-probe design, a single-subject research method, was used in the study. Throughout the teaching process, participants were shown peer-model videos. The Live View feature of the Google Maps™ application was used to support navigation, and participants were guided to reach target locations in real-world conditions. Effectiveness was assessed based on the percentage of correct behaviors. Social validity data were also collected from participants and primary caregivers. Findings showed that AR-supported VM helped participants acquire location-finding skills through navigation and retain these skills after instruction. Social validity findings indicated that both participants and caregivers rated the teaching process as functional and meaningful. Furthermore, the results indicated that the use of AR technology in conjunction with VM could be an effective and feasible tool for supporting living skills in individuals with ASD. The study provided important insights into technology-supported teaching interventions in special education.