معوقات استخدام تقنية الواقع المعزز في تنمية المهارات الاجتماعية للطالبات ذوات الإعاقة الفكرية في المرحلة الابتدائية من وجهة نظر معلماتهن

Abstract EN

The current study aimed to identify the obstacles of using augmented reality technology on developing social skills in students with intellectual disabilities in the primary stage in Jeddah city.

A questionnaire was constructed consisting of (21) items to measure the most prominent obstacles that hinder using augmented reality technology in teaching students with intellectual disabilities education.

The researchers used the cluster method in selecting the study sample that consisting of female teachers in intellectual education to identify the most prominent obstacles as they perceived according to some variables: years of experience, number of courses in the last five years in the field of technology and the nature of the program.

The study results revealed that the most influencing obstacles can be arranged as follows: (1) Technical and material constraints, (2) Female teachers' obstacles, (3) Female students' obstacles.

The study results also revealed that there are no statistically significant differences in the responses of the Female teachers 'due to years of experience, number of training courses and the nature of the program.