Physical and Augmented Reality As Elements of Visual Culture: Proportions in Educational Products for Persons with ASD

Abstract

This article raises the question of the impossibility of standardized use of augmented reality technologies in the educational process. This approach changes the status of augmented reality and transforms it into a phenomenon of visual culture. The authors represent a hypothetical ratio of physical and augmented realities in educational products for people with autism spectrum disorders (ASD), considering their needs, behavioral patterns and states. The proportion is based on the authors’ advanced research.