The potential for utilizing virtual reality technology in educating students with learning disabilities

Mohamad Ahmad Saleem Khasawneh

Article ID: 6802
Vol 8, Issue 13, 2024

VIEWS - 15 (Abstract) 12 (PDF)

Abstract


This study aims to explore the feasibility of using virtual reality technology to educate students with learning difficulties in the Asir region. To achieve the study aims, the researcher employed a descriptive design and deployed a quantitative technique, depending on the questionnaire as the main instrument for data collection. The research was carried out on a cohort of 240 educators hailing from the Asir region who were enlisted through a process of random sampling. The results of this study show that factors like infrastructure, human resources, administrative regulation, and student population have an impact on the use of virtual reality technology. The results suggest that there are no statistically significant differences in the development of using virtual reality technology among teachers of students with learning disabilities in the Asir region when taking into account factors such as experience and level of qualification.


Keywords


utilizing virtual reality technology; students with learning disabilities; Asir region

Full Text:

PDF


References


Abualrish, M. A., & Khasawneh, M. A. (2024). Using social media as a platform of communication between school administration and the local communities to promote inclusive education for children with special needs. Studies in Media and Communication, 12(2), 79. https://doi.org/10.11114/smc.v12i2.6560

Al Farsi, G., Yusof, A. B. M., Fauzi, W. J. B., et al. (2021). The practicality of virtual reality applications in education: Limitations and recommendations. Journal of Hunan University Natural Sciences, 48(7).

Al-Ahmari, S. (2021). The reality of using virtual classrooms in light of the Corona (Covid-19) pandemic from a point of view Female students at King Khalid University. Journal of the College of Education, King Khalid University, 37 (5), 289–325.

Alenizi, M. A. (2019). Effectiveness of a Program Based on A Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners. International Journal of Educational Psychology, 8(1), 72. https://doi.org/10.17583/ijep.2019.3346

Algrni, N. S. (2020). The effectiveness of using multisensory approach in enhancing achievement and retention of English vocabulary amongst intermediate female students with EFL learning disabilities. Journal of Education and Practice, 11(9). https://doi.org/10.7176/jep/11-9-17

Alrishan, A. M. H., Alwaely, S. A., Alshammari, A. K., et al. (2023). The impact of the Teacher’s personality on the motivation of learning the English language among governmental school students in Saudi Arabia. Information Sciences Letters, 12(3), 1223–1230. https://doi.org/10.18576/isl/120313

Al-Sabi, Y. N., Jaradat, S. A., Ayasrah, M. N., et al. (2022). Shyness and its Relation with Self-esteem in Light of Some Variables. Information Sciences Letters, 11(6), 2345–235.‏ https://doi.org/10.18576/isl/110641

Alsarhan, K. E. (2023). Aspects of the Ayyubids patronage of Jerusalem 583 AH/1187 AD-658 AH/1260 AD. Information Sciences Letters, 12(6), 2699–2706. https://doi.org/10.18576/isl/120640

Alsowait, M. M., Obeidat, S. S., Obeidat, L. M., et al. (2023). Navigating the Social Media Landscape: A guide for special education teachers and parents. Studies in Media and Communication, 12(1), 102. https://doi.org/10.11114/smc.v12i1.6573

Alsrehan, H., Alhrahsheh, R., AlOdwan, S. S., et al. (2024). Virtual reality socialization groups on Facebook: A new frontier for children with social anxiety disorder. International Journal of Data and Network Science, 8(2), 1229–1236. https://doi.org/10.5267/j.ijdns.2023.11.011

Alwaely, S. A., Almousa, N. A., Helali, M. M., et al. (2024). Teacher-student rapport and gamified learning: Investigating the role of interpersonal variables in classroom integration. International Journal of Data and Network Science, 8(2), 1319–1324. https://doi.org/10.5267/j.ijdns.2023.11.003

Baniawwad, A. H., Tarif, L. I. B., Rady, Y., et al. (2024). Influence of Assistive Technology Training on Educators Performance in Saudi Special Education: With the Mediating Role of Educators Knowledge and Educators Self-Efficacy. Eurasian Journal of Educational Research, 110(110), 1–17.‏

Barutchu, A., Toohey, S., Shivdasani, M. N., et al. (2019). Multisensory perception and attention in school-age children. Journal of experimental child psychology, 180, 141–155. http://dx.doi.org/10.1016/j.jecp.2018.11.021

Boardman, K. (2020). An exploration of teachers’ perceptions and the value of multisensory teaching and learning: a perspective on the influence of Specialist Dyslexia Training in England. Education 3–13, 48(7), 795–806. http://dx.doi.org/10.1080/03004279.2019.1653349

Boyle, B. (2021). What is VR? Virtual reality explained. Available online: https://www.pocket-lint.com/ (accessed on 2 June 2023).

Broadbent, H. J., Osborne, T., Rea, M., et al. (2018). Incidental category learning and cognitive load in a multisensory environment across childhood. Developmental Psychology, 54(6), 1020–1028. https://doi.org/10.1037/dev0000472

Cahyana, C., Hidayati, H., Sanjaya, M. B., et al. (2021). Leady: A Multisensory Approach in Mobile Application for Dyslexic Children. CommIT (Communication and Information Technology) Journal, 15(1), 31–39. https://doi.org/10.21512/commit.v15i1.6661

Chițu, I. B., Tecău, A. S., Constantin, C. P., et al. (2023). Exploring the Opportunity to Use Virtual Reality for the Education of Children with Disabilities. Children, 10(3), 436.

Cosentino, G., & Giannakos, M. (2023). Multisensory Interaction and Analytics to Enhance Smart Learning Environments: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 1–18. https://doi.org/10.1109/tlt.2023.3243210

Cuevas, O., Cercenado, E., Vindel, A., Guinea, J., Sánchez-Conde, M., Sánchez-Somolinos, M., & Bouza, E. (2004). Evolution of the antimicrobial resistance of Staphylococcus spp. in Spain: five nationwide prevalence studies, 1986 to 2002. Antimicrobial agents and chemotherapy, 48(11), 4240-4245.

Darawsheh, S. R., Al-Darabah, I. T., Bedaiwy, A. A., et al. (2023). Emotional Intelligence for English Students with Learning Disabilities in Light of Some Variables.‏ Information Sciences Letters, 12(3), 1373–1384. https://doi.org/10.18576/isl/120327

Darawsheh, S. R., Asha, I. K., AbuSaif, R., et al. (2023). An outline of the professional quality of teachers who teach children with special needs. Journal of Education and e-Learning Research, 10(3), 358–363. https://doi.org/10.20448/jeelr.v10i3.4711

Flynn, N. (2020). An evaluation of virtual reality (VR) as a learning tool for students with the aid of an interactive VR simulation program [Master’s thesis]. Galway-Mayo Institute of Technology.

Garzotto, F., Gelsomini, M., Gianotti, M., et al. (2019). Engaging children with neurodevelopmental disorder through multisensory interactive experiences in a smart space. Social Internet of Things, 167–184.

Hadhrami, A. S. A. L., Al-Amrat, M. R., Khasawneh, M. A. S., et al. (2022). Approach to Improve Reading Skill of Students with Dyslexia.‏ Information Sciences Letters, 11(6), 2333–2338.

Jarrah, H. Y., Bilal, D. A., Halim, M., et al. (2024). The impact of storytelling and narrative variables on skill acquisition in gamified learning. International Journal of Data and Network Science, 8(2), 1161–1168. https://doi.org/10.5267/j.ijdns.2023.11.018

Khasawneh, M. A. (2024a). Accessibility matters: Investigating the usability of social media platforms for individuals with motor disabilities. Studies in Media and Communication, 12(2), 1. https://doi.org/10.11114/smc.v12i2.6615

Khasawneh, M. A. (2024b). Beyond digital platforms: Gamified skill development in real-world scenarios and environmental variables. International Journal of Data and Network Science, 8(1), 213–220. https://doi.org/10.5267/j.ijdns.2023.10.002

Khasawneh, M. A. (2024c). Investigating the impact of automated instruments used for assessing the writing skill: Perspectives of language E-lEarnErs. Research Journal in Advanced Humanities, 5(2). https://doi.org/10.58256/4fd2qt78

Khasawneh, M. A. S. (2021a). The Impact of Phonological Awareness in Improving Sequential Memory among Students with Learning Disabilities. International Journal of Disability, Development, and Education, 1–13. https://doi.org/10.1080/1034912X.2021.1995853

Khasawneh, M. A. S. (2023a). Analysis of the application of pedagogical technology to the learning of children with ASD. International Journal of Special Education (IJSE), 38(1), 82–89. https://doi.org/10.52291/ijse.2023.38.8

Khasawneh, M. A. S. (2024a). Exploring how language learning platforms on Instagram and TikTok can facilitate collaborative foreign language learning experiences of undergraduates. Research Journal in Advanced Humanities, 5(3), 174–187.

Krejcie, R. V., & Morgan, D. W. (1970). Sample size determination table. Educational and psychological Measurement, 30, 607-610.

Khukalenko, I. S., Kaplan-Rakowski, R., An, Y., & Iushina, V. D. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies, 27(8), 11591–11613. https://doi.org/10.1007/s10639-022-11061-0

Lee, L., & Li, T. Y. (2016). The impact of music activities in a multi-sensory room for children with multiple disabilities on developing positive emotions: A case study. Journal of the European.

Manja, S. A., Masnan, A. H., Che Mustafa, M., et al. (2022). Multi-Sensory Activity in Early Childhood Education: Teachers’ Perception on The Importance of Activity Implementation. Jurnal Penyelidikan Sains Sosial (JOSSR), 5(16), 9–17.

Mansour, A., Harahsheh, F., Wazani, K. W., et al. (2024). The influence of social media, big data, and data mining on the evolution of organizational behavior: Empirical study in Jordanian telecommunication sector. International Journal of Data and Network Science, 8(3), 1929–1940. https://doi.org/10.5267/j.ijdns.2024.1.020

Matter, Y. A. A. (2022). Using Multisensory Approach to Develop Primary Stage Pupils’ Reading Comprehension [PhD thesis]. Sadat City University.

Nser, K. K., Alhrahsheh, R., Alshalabi, N., et al. (2024). Multimodal social network analysis: Exploring language, visual, and audio data in online communities. Studies in Media and Communication, 12(2), 148. https://doi.org/10.11114/smc.v12i2.6666

Ofosu, F. N. (2021). Diffusion of virtual and augmented reality in pre-k to 12 educations: Experiences and perceptions of pioneer teachers [PhD thesis]. Seton Hall University.

Ponticorvo, M., Di Fuccio, R., Ferrara, F., et al. (2019). Multisensory educational materials: five senses to learn. In: Methodologies and Intelligent Systems for Technology Enhanced Learning of the 8th International Conference. Springer International Publishing. pp. 45–52.

Rostan, N. N. A., Ismail, H., & Jaafar, A. N. M. (2020). The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective. Southeast Asia Early Childhood Journal, 9(2), 155–165. http://dx.doi.org/10.17762/turcomat.v12i3.789

Saleem Khasawneh, M. A. (2024). The level of availability of environmental facilities in public schools and their role in the academic performance of students with disabilities. Journal of Educational and Social Research, 14(3), 124. https://doi.org/10.36941/jesr-2024-0061

Salman, O. K., Khasawneh, Y. J., Alqudah, H., et al. (2024). Tailoring gamification to individual learners: A study on personalization variables for skill enhancement. International Journal of Data and Network Science, 8(2), 789–796. https://doi.org/10.5267/j.ijdns.2023.12.025

Saunders, M., Lewis, P. & Thornhill, A. (2016). Research Methods for Business Students, 7th ed. Pearson.

Stavroulia, K. E., & Lanitis, A. (2019). Enhancing reflection and empathy skills via using a virtual reality-based learning framework. International Journal of Emerging Technologies in Learning, 14(7), 18. https://doi.org/10.3991/ijet.v14i07.9946

Suryaratri, R. D., Prayitno, E. H., & Wuryani, W. (2019). The implementation of multi-sensory learning at elementary schools in Jakarta. Jurnal Pendidikan Usia Dini, 13(1), 100–113. https://doi.org/10.21009/10.21009/jpud.131.08

Tatale, S., Bhinid, N., Parmar, R., et al. (2019, September). A review on Virtual Reality for educating students with learning disabilities. In: Proceedings of the 5th International Conference on Computing, Communication, Control and Automation (ICCUBEA). https://doi.org/10.1109/iccubea47591.2019.9128570

Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506–524. https://doi.org/10.1080/02635143.2021.1901682

Unwin, K. L., Powell, G., & Jones, C. R. (2021). The use of Multi-Sensory Environments with autistic children: Exploring the effect of having control of sensory changes. Autism, 26(6), 1379–1394. https://doi.org/10.1177/13623613211050176

Vedadi, S., Abdullah, Z. B., & Cheok, A. D. (2019). The Effects of Multi-Sensory Augmented Reality on Students’ Motivation in English Language Learning. In: Proceedings of the 2019 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/educon.2019.8725096

Volpe, G., & Gori, M. (2019). Multisensory interactive technologies for primary education: From science to technology. Frontiers in psychology, 10, 1076. http://dx.doi.org/10.3389/fpsyg.2019.01076

Yaser, N. A. S., Samar, A. J., Firas, A. S. A. T., & Mohamad, M.A.S. (2022). Using Social Media Network by Special Education Teachers. International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 39–50. https://doi.org/10.23947/2334-8496-2022-10-2-39-50




DOI: https://doi.org/10.24294/jipd6802

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Mohamad Ahmad Saleem Khasawneh

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.