معوقات استخدام تقنيات الواقع المعزز في تعليم الطلاب ذوي الإعاقة الفكرية في مدارس الرياض

Abstract EN

This study aimed to identity the barriers of using augmented realty technologies to tech students with intellectual disability in the schools of Riyadh city.

The sample of the study consisted of (170) male and female teachers, who is qualified to tech students with intellectual disability.

The researcher used descriptive approach and prepare a questionnaire of the barriers (prepared by the researcher).

The questionnaire consisted of three sections: (barriers related to augmented realty technologies, barriers related to schools and barriers related to teachers.

The study concluded the following results: (1) third of the participants involved in this study use augmented realty technologies for teaching their students with intellectual disability in a proportion of (37.6%).

In addition, the study indicated that their use if these technologies were average due to the influence of these barriers, which limited their use for their students with intellectual disability.

(2) The barriers related to schools ranked at the first, followed by barriers related to augmented realty technologies, which ranked at the second and finally barriers related to teachers ranked third.

(3) There are significant statistically differences between the prospective of the participants about the barriers related to augmented realty technologies according to the gender, while there aren’t differences for the barriers related to schools and teachers.

(4) There are significant statistically differences from the prospective of the participants about the barriers related to augmented realty technologies the barriers related to schools and teachers according to the age.