AR as an Educational Technology for the Development of Reading Skills in Children With ASD in Korean Language Education

ABSTRACT Background Given the limited availability of effective tools for Korean language learning among students with autism spectrum disorder (ASD), there is a need to explore innovative educational technologies to support the development of reading skills in Korean language education for this population. Objectives The purpose of this study is to examine the effectiveness of AR technology in supporting Korean language learning by high school students with autism spectrum disorder, ASD. Methods The intervention program rested on the use of the AR application ‘Kimchi Reader’ to learn Korean as a foreign language. Quantitative data were collected through pretests and posttests that assessed reading skills. Qualitative data were obtained through semistructured interviews with parents. Results and Conclusions The results showed that the experimental group showed a slight improvement in overall average scores compared to the control group. Student's t‐tests revealed statistically significant improvements in syllable recognition, word reading, sentence comprehension and overall reading skills in the experimental group. In addition, the experimental group demonstrated a moderate level of variability in scores, which indicates individual differences between the participants. The effect size (Cohen's d) of approximately 0.47 suggests a medium effect size of AR‐based interventions on improving reading skills. Qualitative results confirm positive experiences and improved language skills among students and parents. However, the study identified some limitations, such as the complexity of AR interfaces, sensory overload and limited social interaction. These limitations highlight the need for individual interventions and the creation of specialised applications for students with ASD. The practical significance of these findings lies in their potential to serve as a guide for future research.