Augmented Reality (AR): An Assistive Technology for Special Education Needs

Authors

  • Kung-Teck Wong Faculty of Human Development, Universiti Pendidikan Sultan Idris, Jalan UPSI 1, 35900 Tanjong Malim, Perak, Malaysia
  • Hasrul Hosshan Faculty of Human Development, Universiti Pendidikan Sultan Idris, Jalan UPSI 1, 35900 Tanjong Malim, Perak, Malaysia
  • Hafizul Fahri Hanafi Faculty of Computing & Meta-Technology, Universiti Pendidikan Sultan Idris, Jalan UPSI 1, 35900 Tanjong Malim, Perak, Malaysia
  • Alif Mudiono Faculty of Education, Universitas Negeri Malang, Jalan Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, 65145 Jawa Timur, Indonesia

DOI:

https://doi.org/10.37934/araset.34.3.97105

Keywords:

Augmented reality, Assistive technology, Educational Technology

Abstract

Since 2017, the Ministry of Education has introduced Basic Vocational Skills subjects that able special students to master basic living skills in their schooling years underlying Secondary School Standard Curriculum – Special Education (KSSM –PK). The biggest challenge for individuals with ASD is to be independent and get jobs after schooling. Hence, beginning in 2017, Secondary School Standard Curriculum – Special Education (KSSM –PK) has introduced the Basic Vocational Skills subject, which students must master during their schooling years. From the preliminary study, many teachers revealed that they face difficulty delivering lessons primarily related to teaching and learning materials to enhance ASD students mastering living and vocational skills. Designing and developing effective teaching and learning aids, especially for children with special education needs are in alarming stages. Parents and caregivers indicated they face insufficient enhancement and practice learning tools for their children, especially after school hours. The guidebook and extra exercise books are essential for them to master their learning while at home. In response to the gap mentioned earlier and decipher the myriad of potential uses of Augmented Reality (AR) as an assistive educational technology, the current study aimed to design and develop a differentiated instructional pedagogical kit (Kit-MASAK) with AR to assist children with special education needs especially ASD students master in basic vocational skills Preparing and cooking skills). Methodologically, a total 3 students were involved in the phenomenological study. The preliminary analysis of the data summary across the case studies revealed that the Kit MASAK successfully brought contemporary content into the classroom, leading to an exciting teaching and learning environment among students. Furthermore, this study also provides several significant implications for the research and practice.

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Author Biographies

Kung-Teck Wong, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Jalan UPSI 1, 35900 Tanjong Malim, Perak, Malaysia

thomas@fpm.upsi.edu.my

Hasrul Hosshan, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Jalan UPSI 1, 35900 Tanjong Malim, Perak, Malaysia

hasrul.hosshan@fpm.upsi.edu.my

Hafizul Fahri Hanafi, Faculty of Computing & Meta-Technology, Universiti Pendidikan Sultan Idris, Jalan UPSI 1, 35900 Tanjong Malim, Perak, Malaysia

hafizul@meta.upsi.edu.my

Alif Mudiono, Faculty of Education, Universitas Negeri Malang, Jalan Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, 65145 Jawa Timur, Indonesia

alif.mudiono.fip@um.ac.id

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Published

2023-12-16

How to Cite

Wong, K.-T., Hosshan, H., Hanafi, H. F., & Alif Mudiono. (2023). Augmented Reality (AR): An Assistive Technology for Special Education Needs. Journal of Advanced Research in Applied Sciences and Engineering Technology, 35(1), 97–105. https://doi.org/10.37934/araset.34.3.97105

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