Attitudes of Learning Disabilities Teachers towards Use of Augmented Reality Technology

Abstract

The study aimed to identify: the attitudes of learning disabilities teacher’s towards using augmented reality technology as a means to facilitate learning process for students with learning disabilities in the Eastern Region of Saudi Arabia and the extent effect of variables (i.e. gender, qualification, experience) on the attitudes of learning disabilities teachers towards using augmented reality technology. To achieve the objectives of the study, a descriptive approach by the researcher through using a questionnaire as a research tool to measure the teachers' attitudes towards the use of augmented reality technology. A sample was 148 learning disabilities teachers, males and females, was selected randomly from the Eastern Region of Saudi Arabia. Concerning statistical techniques used, the research tool was standardized using Cronbach Alpha and Pearson Correlation Coefficient, and other techniques such as Frequencies (F), Percentages (P), Means (M) and Standard Deviations (SD) were then calculated. Based on data analysis, the study revealed a number of findings, most notably:  The attitudes of using augmented reality technology by the resource room teacher were positive from the sample's point of view positing ,there were no statistically significant differences between the attitudes of resource rooms teachers towards the use of augmented attributed to the variable of gender; there were no statistically significant differences between the attitudes of resource rooms teachers towards the use of augmented reality attributed to the variable of qualification; and there were statistically significant differences between the attitudes of resource rooms teachers towards attributed to the variable of experience in favor of 1- 5 years.