Teachers' perspectives on augmented reality: Knowledge, skills, attitudes and challenges in educating deaf students.
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| Title: | Teachers' perspectives on augmented reality: Knowledge, skills, attitudes and challenges in educating deaf students. |
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| Authors: | Hosni, Abeer Salim Ali Al1 (AUTHOR), Khodabandelou, Rouhollah1 (AUTHOR) r.bandelou@squ.edu.om, Amerian, Mohammad2 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Oct2025, Vol. 25 Issue 4, p900-913. 14p. |
| Subject Terms: | *Deaf students, *Teacher attitudes, *Educational technology, *Mixed methods research, *Education theory, Augmented reality, Professional competence |
| Abstract: | Technological advancements have introduced new educational methods that, when combined with appropriate pedagogical foundations, transform the landscape of education. This study investigates the knowledge, skills, attitudes and challenges faced by teachers of deaf students (DSTs) in integrating Augmented Reality (AR) technology into their teaching practices. A descriptive mixed‐method research design was utilized, involving 100 DSTs from various subject specializations and levels of experience in the Muscat Governorate. Data were collected through a questionnaire and semi‐structured interviews. Quantitative data were analysed using independent samples t‐tests and one‐way ANOVA, while qualitative data were explored through thematic analysis. The results indicated that DSTs generally possessed limited knowledge and mastery of AR technology in educational settings. However, they exhibited positive attitudes towards using AR for teaching deaf students. Despite these positive attitudes, DSTs encountered several challenges in implementing AR. Additionally, no significant differences were found concerning teaching experience and subject specialization in the use of AR technology. The study concludes with implications for practice and recommendations for supporting DSTs in the effective integration of AR technology. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Technological advancements have introduced new educational methods that, when combined with appropriate pedagogical foundations, transform the landscape of education. This study investigates the knowledge, skills, attitudes and challenges faced by teachers of deaf students (DSTs) in integrating Augmented Reality (AR) technology into their teaching practices. A descriptive mixed‐method research design was utilized, involving 100 DSTs from various subject specializations and levels of experience in the Muscat Governorate. Data were collected through a questionnaire and semi‐structured interviews. Quantitative data were analysed using independent samples t‐tests and one‐way ANOVA, while qualitative data were explored through thematic analysis. The results indicated that DSTs generally possessed limited knowledge and mastery of AR technology in educational settings. However, they exhibited positive attitudes towards using AR for teaching deaf students. Despite these positive attitudes, DSTs encountered several challenges in implementing AR. Additionally, no significant differences were found concerning teaching experience and subject specialization in the use of AR technology. The study concludes with implications for practice and recommendations for supporting DSTs in the effective integration of AR technology. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.70015 |
