The effect of modern technology app on the self-regulation skills of students with disabilities

Abstract

BACKGROUND: Augmented reality (AR) is capable of facilitating constructive learning through the provision of a learner-centered environment, making for more flexible learning and providing a more distinct experience of learning. AR technology has a significant influence on the teaching approach provided to students with learning disabilities, particularly on their level of self-regulation, and this premise is what motivated the present study. MATERIALS AND METHODS: The research is a quasi-experimental study that adopted a pre- and post-test control group design, involving 24 students who have disabilities. The students were divided into AR group and control group, and data were then exposed to the descriptive statistics and paired sample t test. RESULTS: The results showed that AR technology has a significant effect on the enhancement of the self-regulation of students with learning disabilities. CONCLUSION: The study indicated a significant effect of AR app on the self-regulation skills of students. The study, therefore, encouraged decision academicians to implement technology approaches in the disability setting.

Technologies as a support resource for people with disabilities: A systematic review

“…Augmented reality (AR) is also a good ally in this respect, as it allows children with disabilities to better understand concepts. This was demonstrated by Jdaitawi et al (2022), who, after implementing an AR strategy, observed improvements in self-regulation in the participants; consequently, they suggest using it in the scope of special education after verifying its effectiveness.…”

“…The aim of this systematic review was to analyse interventions with technological tools through experiences carried out in people with disabilities. Taking into account all the analysed studies and recovering the questions proposed at the beginning of this review, it can be asserted that, regarding the first question (Q1), the scientific literature seems to be increasing, which means that interventions with technological tools in people with disabilities is a topic of increasing interest in many studies (Jdaitawi et al, 2022;Mazzotti et al 2022). With regard to the type of methodology used in the studies (Q2), the quantitative approach stands out over the qualitative approach.…”

The Effect of Augmented Reality Technology on Middle School Students’ Mathematic Academic Achievement, Self-Regulated Learning Skills, and Motivation

“…Pambudi et al (2022) concluded in a literature review study that AR can effectively improve students’ spatial thinking and SRLS. Jdaitawi et al (2022) showed that AR technology significantly affects the development of SRLS of students with learning disabilities. Muali et al (2020) stated in their study that AR applications and SRLS give better results in student success than traditional methods.…”

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

“…innovative changes and transformations in teaching and learning (Chans & Castro, 2021;Jdaitawi, 2020aJdaitawi, , 2020bJdaitawi et al, 2022aJdaitawi et al, , 2022b. More specifically, in science education, which is considered as one of the top disciplines in the world, learning through technology has become easier (Cagande & Jugar, 2018;Tsai et al, 2018), which is why educational institutions need to shift from a traditional educational environment to new educational methods, like gamification-based educational environments (Chan et al, 2017;Chans & Castro, 2021).…”