The potential of augmented reality in the educational and inclusive dimension

In recent decades, educational technologies have grown considerably, not only from a quantitative point of view but also from a qualitative point of view, becoming an integral part of everyone's life and training (Poletti, 2015).In this panorama, Augmented Reality (AR) represents an emerging technology, increasingly at the center of investigations in various research fields, both at an international level (Carrera & Asensio, 2017; Lee, Dünser, Kim, Billinghurst, 2012) and national (De Paolis, 2012; Parola, 2017; Rivoltella, 2010) used in various fields of application, from the mechanical, tourism, to the medical-rehabilitation and psychological fields. One of the most interesting lines of research in recent years is linked, in particular, to the study of the potential of Augmented Reality (AR) in the educational field and its use for the creation of active and innovative learning paths, which present a high level of interaction and customization. The following article intends to investigate and analyze the AR phenomenon to further investigate its application in educational processes, in particular in the field of inclusive teaching with subjects with special educational needs, where the search for AR applications that intend to support people with different levels of ability and/or disability (Sheiderman, 2000).