A Meta Analysis on Augmented Reality Application for Individuals with Intellectual Disability

Muhaidat, Fatima; Alashkar, Wafa; Jdaitawi, Malek; Abu-Joudeh, Maisoun; Hussein, Elham T.; Rabab'h, Belal; Kan'an, Ashraf; Talafha, Feras

doi:10.18178/ijiet.2022.12.9.1708

Cited by 4 publications

(4 citation statements)

References 36 publications

(90 reference statements)

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“…Also, Erbas and Demirer [29] came to the conclusion that AR activities play a key role in students' learning by giving them the opportunity to observe and examine organisms and their structures, a task that is normally extremely difficult under traditional teaching conditions. Technology tools such as AR technology provide advantages as a support tool in the process of learning and teaching [46][47][48][49][50]. The positive significant result found in this study may also be attributed to the fact that AR technology is capable of facilitating students' learning and understanding of the material through the activities it provides.…”

Section: Discussionmentioning

confidence: 59%

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Alahmari¹,

Jdaitawi²,

Alzahrani³

et al. 2023

IJIET

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Augmented reality technology has a significant influence on the teaching approach provided to students with special needs. This type of technology particularly affects students’ level of self-efficacy, and was the premise for conducting the research. In this four-week quasi-experimental study, a pre- and post-test control group design was adopted. 24 students with special needs were randomly assigned to the augmented reality (AR) application group and the control group. Self-efficacy was measured depending on previous studies in a new technological environment. The results showed significant main effects for the AR on students’ self-efficacy, as AR group indicated to have higher total score than control group. The paired sample t-test overall mean scores indicated a significant increase in the self-efficacy of the students. For the experimental group, results showed an increase in the mean score of self-efficacy from pre to post-tests. The paired sample t-test overall mean scores indicated a significant, with the differences in the mean scores being −1.694, indicating a considerable increase. This study concluded that AR has significant effects on students with special needs, and that it can undoubtedly contribute to the teaching-learning process.

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Section: Discussionmentioning

confidence: 59%

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Alahmari¹,

Jdaitawi²,

Alzahrani³

et al. 2023

IJIET

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“…As the development of VR technology continues alongside other technologies such as augmented reality and mixed reality (Maran et al, 2022;Muhaidat et al, 2022), this preliminary study has demonstrated the potential of VR and acceptability for the use of digital technology in people with intellectual disability to help reduce anxiety and improve attendance at health-care appointments.…”

Section: Discussionmentioning

confidence: 88%

Co-design and pilot of a virtual reality intervention to improve mental and physical healthcare accessibility for people with intellectual disability

Acton,

Arnold,

Williams

et al. 2024

AMHID

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Purpose This preliminary study aims to examine the use of a co-designed immersive virtual reality intervention programme in improving access to health care for people with intellectual disability. Design/methodology/approach A co-production approach was used to design a virtual reality intervention in collaboration with people with intellectual disability, their families and carers. A mixed-method single sample pre-test-post-test design examined using a virtual reality intervention simulating health-care environments to improve access of attending health-care appointments. Qualitative feedback was used to understand participants’ experience and opinions of using the digital technology. Findings The study found that the intervention did help people access health-care appointment and reduced their fear. Improvements were also found in quality-of-life post intervention. Positive feedback was provided from participants on using digital technologies indicating the novelty of the approach and potential further applications. Originality/value To the best of the authors’ knowledge, this is the first study which has used virtual reality to support people with intellectual disability access health care.

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“…In particular, the conceptual foundation for its usage and integration into education is crucial to the success and future integration of digital learning efforts in the educational context [9][10][11]. Although a number of studies indicate critical elements for the adoption of these technologies [9,11], there has been minimal research on incorporating AR into classrooms [12,13], particularly in developing nations such as Saudi Arabia (SA). In its 2030 vision, SA's government places significant emphasis on the development of the higher education system.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality

Alahmari¹

2023

IJIET

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Adopting modern learning technology such as Augmented Reality (AR) technology in higher education has become a demand to enhance teaching and learning performance and motivate students to acquire effective learning processes. Yet, the readiness of universities to adopt modern learning technology, such as AR applications, in developing countries, particularly in Saudi Arabia, is considered one of the critical issues to ensure the AR system’s success. This study aims to explore the factors that influence the academic members’ willingness in Saudi Arabian higher education to adopt modern learning techniques such as AR technology. To test the model, a quantitative survey using a questionnaire with a five-point Likert scale was applied in this study to collect the data. The study was conducted among a sample of 228 academic members and e-learning staff. Based on the analysis, the study found that perceived usefulness and perceived pedagogical contribution are important predicting factors for academic members’ willingness to employ AR in Saudi Arabian higher education teaching. The findings from this study provide insights that assist further studies regarding AR integration factors in higher education. This study contributes to the literature by developing a theoretical and conceptual framework of critical success factors for AR incorporation in Saudi Arabian (SA) universities.

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A Meta Analysis on Augmented Reality Application for Individuals with Intellectual Disability

Cited by 4 publications

References 36 publications

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Co-design and pilot of a virtual reality intervention to improve mental and physical healthcare accessibility for people with intellectual disability

Exploring the Influential Factors Affecting Staff Willingness to Adopt Augmented Reality

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