Abstract

This study explored stakeholder-informed design considerations for using Augmented Reality (AR) to support basic mathematics learning among children with Autism Spectrum Disorder (ASD). Using an exploratory qualitative design, data were collected through separate focus group discussions with autism education experts (n = 5) and parents of children with ASD (n = 5). Transcripts were analyzed using thematic analysis to identify themes concerning instructional design priorities, perceived benefits, and implementation challenges for AR-supported mathematics lessons. Participants suggested that AR may support number recognition, counting, and introductory arithmetic by providing interactive, visually structured, step-by-step learning experiences. To sustain engagement, they emphasized animated elements, repetitive practice, and simple game-based mechanics with immediate feedback. Both experts and parents highlighted the importance of pairing AR with tangible materials (e.g., number cards and physical manipulatives) to reinforce conceptual understanding and reduce over-reliance on screen-based interaction. Reported challenges included the need for close adult supervision, variability in children’s sensory responsiveness, and unequal access to devices and connectivity. Importantly, the AR lesson design proposed here is a conceptual-level, hypothetical framework derived from stakeholder input rather than a developed or pilot-tested prototype; therefore, the findings should be interpreted as preliminary and indicative rather than conclusive. These practice-oriented insights can inform future AR lesson development and subsequent empirical evaluation of AR-based mathematics interventions aligned with diverse learner needs in ASD.

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