Using Augmented Reality for Teaching Pupils With Special Educational Needs

Mobile touch devices enable enhanced reality applications. The concepts of virtual reality and augmented reality are often confused and have the same meaning until the beginning of the 21st century. Mobile technology has changed the importance of augmented reality. Its application in mainstream education is already sufficiently described. A great number of authors have tried to define augmented reality. The following is one of the first and widely accepted definitions: "Augmented reality is integration of 3D virtual objects into a 3D real environment in real time" (Azuma, 1997). Similarly, "augmented reality complements the real world with (computer generated) virtual objects so they seem to coexist in the same space as the real world" (Azuma et al., 2011). All the aforementioned definitions have one element in common: interconnecting virtual objects and integrating them into the real world. In contrast to virtual reality, where the generated objects are displayed on an imaging device, augmented reality contains a real-world environment. There are headsets which, on the one hand, are only imaging devices, but on the other create an impression of the real world (Yuen, Yaoyuneyong and Johnson, 2011). Such headsets, however, illustrate a major problem of augmented reality - displaying virtual objects and real-world environments. A mobile touch device is a tablet or a mobile phone with an operating system (Kostolanyova, Klubal, 2016). In a simplified model, a mobile touch device is a personal computer integrated into a single device which does not require any peripheries (a keyboard, mouse or monitor). The obvious advantage of mobile devices is their mobility and integration of more devices (from the augmented reality viewpoint, it is the presence of a video camera). Based on publications from the Web of Science database, a summary analysis by Fombona, Pascual-Sevillano, Gonzalez-Videgaray (2017) describes the advantages of mobile devices with regard to augmented reality, examining the relationship between the terms augmented reality and m-learning. The analysis proves that the terms are mutually dependent. The paper deals with the specifics of the use of augmented reality in pupils with special educational needs. In particular, the monitoring showed a reduced burden on graphomotorism and a reduction in cognitive stress among these pupils. In this paper we describe the use of application HP Reveal to eliminate the deficit in the abstraction of things, concepts, and subject matter.