Abstract:

Assistive technologies have the potential to significantly improve the social inclusion and independence of people with disabilities (PWD). To this end, the work presented in this paper aims to explore the use of augmented reality (AR) smart glasses as a tool to support PWD - helping them to perform daily tasks at home more independently, and thus promote inclusion. The gained insights are consequently used to inform initial prototyping. It is important to note that the goal of our work is not to replace face-to-face support for PWD but to rather enhance their daily experience through the strategic integration of technology alongside existing support services. Our specific research objectives were thus as follows:
(a) identify implementation scenarios for AR technology in everyday environments that have the potential to support individualized training and learning for PWD;
(b) identify individual end-user needs and perspectives to ensure the development of AR technology in training and learning environments;
(c) contribute to the existing body of knowledge by adding insights concerning the use of AR to support PWD.

A triangulation approach combining the following research methods was used to achieve these research objectives:
(a) Systematic literature review: A comprehensive review of existing literature was conducted to determine the current state of research on using AR in the field of disability and inclusion;
(b) Qualitative data collection: Focus groups and interviews were conducted with relevant stakeholders, including PWD, their caregivers and care managers, to obtain a holistic understanding of the challenges which are connected to the implementation of AR technologies in the homes of people with disabilities;
(c) Pre-testing of the technology: A pre-evaluation was conducted to assess the readiness of potential PWD to use AR technology and to investigate their motivation, acceptance, and ease of use perceptions. The Microsoft HoloLens 2 AR glasses were used as a technology platform, as they support both the perception of reality with graphical representations as well as auditory information. That is, users were able to interact with them through hand gestures, voice commands, or head movements;
(d) Participatory research: All previous steps were embedded into a participatory research approach that emphasized collaboration and dialogue with representatives of the target group throughout the research process. In particular, the goal was to break down traditional power structures and treat participants as partners so as to gain a mutual understanding of the given situation. Consequently, the research process involved iterative cycles of reflection, negotiation, and action that allowed for an in-depth exploration of this distinct field of technology application.

Preliminary results of this study suggest, that AR technology can support individualized learning and training of daily tasks, particularly those which require repetition and skill application based on different needs, skills, and competencies of PWD. Results furthermore highlight the importance of integrating the social environment and involving family and professionals in the research process. Finally, our data also shows that PWD are highly motivated to use AR, especially when accompanied by different types of gamification elements.

Keywords:

People with Disabilities, Training Support, Technology-supported Learning, Smart Glasses, Augmented Reality.