Abstract
In this study, augmented reality (AR) is ascertained with adoption and impact on STEM education of disabled students in Riyadh, Saudi Arabia. The study explores educators’ perceptions of AR’s promise to improve student engagement, interest, and learning of STEM concepts, as well as implementation challenges. Of the 145 respondents, 82 were STEM teachers, 30 were special education teachers, and 33 were administrators. Respondents were grouped by age, gender, educational qualification, and work experience. About half of respondents were aged 18–29 (24.87%) or 35–44 (35.17%), and 73.79 percent held a bachelor’s degree; 40.00 percent were special education teachers. AR was most reported as being on the moderate level with 91.33% experience, and 40.69% agreed it can improve student engagement in STEM education. But there was no consensus on whether it would impact retention as 25.52 percent remained uncertain. On the one hand, teacher training lacked (53.79%), and financial constraints had precedence (48.28%). To solve these problems, 65.52% of respondents suggested that the government should provide more funding; 57.93% claim that working with AR providers can solve these problems. This raises the issue that AR is promising for improving STEM education if students have special needs.
Presenters
Majed Al SharidahAssociate Professor, Curriculum and Instruction, Prince Sattam Bin Abdulaziz University, Saudi Arabia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Assistive Technology, Digital Tools, Interactive Learning, Learning Disabilities, Virtual Learning
