Exploring the Educational Affordances of Augmented Reality for Pupils with Moderate Learning Difficulties GEORGE KOUTROMANOS Department of Primary Education, National and Kapodistrian University of Athens, Greece ELENI MAVROMATIDOU Department of Primary Education, National and Kapodistrian University of Athens, Greece CHRISTOPHER TRIPOULAS Department of Primary Education, National and Kapodistrian University of Athens, Greece GEORGIOS GEORGIADIS Department of Primary Education, National and Kapodistrian University of Athens, Greece The aim of this study was to examine the potential educational affordances of Augmented Reality (AR) for pupils with Moderate Learning Difficulties (MLD). Data was elicited from 25 teachers specialised in AR and Special Education. Qualitative data analysis revealed 10 affordances, related to the provision of in situ contextual information, individualised guidance, feedback and gamified experiences, as well as to learning object visualisation, interaction reinforcement, and the ability to obtain first-person view. Results also indicated three affordances not previously documented in the literature; namely, attention capturing, skill development efficiency and repeatability. These findings can contribute to a better understanding of the educational value of AR for pupils with MLD, in addition to providing researchers, AR developers and educators with information that was heretofore limited. CCS CONCEPTS • Applied computing • Education • Computer-assisted instruction Additional Keywords and Phrases: Educational affordances, augmented reality, moderate learning difficulties, teachers, pupils ACM Reference Format: George Koutromanos, Eleni Mavromatidou, Christopher Tripoulas, and Georgios Georgiadis. 2020. Exploring the Educational Affordances of Augmented Reality for Pupils with Moderate Learning Difficulties. In DSAI'20: 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, December 02-04, 2020, virtual, ACM, New York, NY, USA, 8 pages. 1 I NTRODUCTION Inclusive education refers to the reformation of mainstream schools and aspires to establish a more accepting society by enhancing all learners’ participation regardless of their diversities [2]. Despite the fact that within this range different populations can be subsumed, a principal goal of inclusive education relates to the inclusion of pupils with Special Educational Needs (SEN) – who encounter different types of disabilities – in mainstream schools, since their co-existence with their typically developing peers could positively affect their social integration [2, 35]. Furthermore, previous research has demonstrated that the success of inclusive education strongly depends on teachers, and more specifically, on their knowledge, beliefs and attitudes, as these factors could influence the implementation of inclusive education practices [35]. Pupils with MLD comprise a noteworthy category of SEN. These pupils constituted 75% of those regarded as having SEN in 1986 [8], while decades later, they are still considered “the largest and most common category of SEN” [2]. Notwithstanding their large proportion, it has been stated that, compared to other SEN