ENHANCING VOCABULARY ACQUISITION FOR NEURODIVERGENT LANGUAGE LEARNERS USING COGNITIVE LOAD OPTIMIZATION IN AUGMENTED REALITY
This paper examines whether or not Augmented Reality (AR) is effective in the acquisition of vocabulary in neurodivergent language learners using the Cognitive Load Theory. The conventional teaching methods tend to cause a lot of extraneous cognitive load that poses a great obstacle to students with ADHD and Autism Spectrum Disorder. To combat this...
By Durdona Niyozova, Doston Mizrobov, Akmal Allakuliev, Shakhnoza Khamdamova, Azizbek Ismailov, Zafarjon Toshboev, Shukhrat Khasanov