ISSN: 2222-6990
Open access
Utilising multimedia and computer-assisted instruction models is now common practice in the special needs education. Augmented reality (AR) is one of the interactive multimedia applications that has been acknowledged as a powerful way to improve the user experience. Research on the use of augmented reality (AR) as an educational intervention among children with special needs has significantly increased in the last few years. However, there is limited study on the application of AR that integrates both TEACCH and PECS for children with special needs. Therefore, the purpose of this study is to develop a valid and reliable measurement model of the augmented reality applications with PECS and TEACCH methods among special needs children. Prior to the distribution of the survey questionnaire among 100 teachers and parents of children with special needs, the survey questionnaire was assessed by the experts of the criteria, substance, and face validity. The five-point Likert scale structured survey questionnaire was developed to measure respondents' levels of agreement or disagreement with the item statements or questions given. The collected data were subjected to an exploratory factor analysis (EFA) utilizing IBM-SPSS version 26.0. Based on the outcomes of the EFA procedure, one item with low factor loading and below the 0.6 cut-off threshold were removed. The actual 34 items representing the six constructs were reduced to 33 items. The 33 items with high factor loading from the EFA procedure were retained to be used in the real fieldwork data collection before performing confirmatory factor analysis (CFA) procedure.
Amado, M. L., Ruiz, L. C., & Andrade-Arenas, L. (2021). Prototype of an augmented reality application for cognitive improvement in children with autism using the DesingScrum methodology. Advances in Science, Technology and Engineering Systems, 6(1), 587–596. https://doi.org/10.25046/aj060163
Asiri, M. M., & El Aasar, S. A. (2022). Employing Technology Acceptance Model to Assess the Reality of Using Augmented Reality Applications in Teaching from Teachers’ Point of View in Najran. Journal of Positive School Psychology, 6(2), 5241–5255. http://journalppw.com
Bakar, N. A., Raihan, N. Z., & Zamri, N. (2020). Teachers’ Level of Knowledge, Training and Competency in Teaching Autistic Children in Nasom. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(10), 82–94. https://archives.palarch.nl/index.php/jae/article/view/3342
Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: a meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382–397. https://doi.org/10.1080/08856257.2019.1703548
Bondy, A., & Frost, L. (2011). A picture’s worth: PECS and other visual communication strategies in autism (2nd editio). Woodbine House.
Buku Data Pendidikan Khas 31 Oktober 2022 . (2022).
Cakir, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on individuals with special education needs. Education and Information Technologies, 24(2), 1631–1659. https://doi.org/10.1007/s10639-018-9848-6
Dogan, A., Bengisoy, A., & Counselling, P. (2017). Cypriot Journal of Educational inclusive / integration education. 12(3), 121–132.
Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the picture exchange communication system (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178–195. https://doi.org/10.1044/1058-0360(2010/09-0022)
Hoque, Siddiqui, B. A., Awang, Z., & Baharu, S. M. A. (2018). Exploratory factor analysis of entrepreneurial orientation in the context of Bangladeshi Small and Medium Enterprise ( SMES ). European Journal of Management and Marketing Studies, 3(2), 81–94. https://doi.org/10.5281/zenodo.1292331
Ivy, S., Robbins, A., & Kerr, M. G. (2020). Adapted Picture Exchange Communication System using tangible symbols for young learners with significant multiple disabilities. AAC: Augmentative and Alternative Communication, 36(3), 166–178. https://doi.org/10.1080/07434618.2020.1826051
Kamaruzaman, M. F., Rani, N. M., Nor, H. M., & Azahari, M. H. H. (2016). Developing User Interface Design Application for Children with Autism. Procedia - Social and Behavioral Sciences, 217, 887–894. https://doi.org/10.1016/j.sbspro.2016.02.022
Kung-Teck, W., Hanafi, H. F., Abdullah, N., Noh, N. M., & Hamzah, M. (2019). A prototype of augmented reality animation (Ara) e-courseware: An assistive technology to assist autism spectrum disorders (asd) students master in basic living skills. International Journal of Innovative Technology and Exploring Engineering, 9(1), 3487–3492. https://doi.org/10.35940/ijitee.A4962.119119
Mikropoulos, T. A., Delimitros, M., Gaintatzis, P., Iatraki, G., Stergiouli, A., Tsiara, A., & Kalyvioti, K. (2020). Acceptance and User Experience of an Augmented Reality System for the Simulation of Sensory Overload in Children with Autism. Proceedings of 6th International Conference of the Immersive Learning Research Network, ILRN 2020, iLRN, 86–92. https://doi.org/10.23919/iLRN47897.2020.9155113
Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. A. (2014). Comprehensive Treatment Models for Children and Youth With Autism Spectrum Disorders.
Oliveira, M. S., Pereira, C. P., De Santana, K. C., & Rossinholli, K. O. C. (2019). Autisdata: Software to help the development of people with ASD based on TEACCH and PECS methodologies. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 2(Csedu), 331–338. https://doi.org/10.5220/0007716303310338
Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the Treatment and Education of Austistic and Comunication Handicapped Children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46(4), 318–327. https://doi.org/10.1046/j.1365-2788.2002.00388.x
Pasalidou, C., & Fachantidis, N. (2021). Teachers’ Perceptions Towards the Use of Mobile Augmented Reality: The Case of Greek Educators. Advances in Intelligent Systems and Computing, 1192 AISC(April), 1039–1050. https://doi.org/10.1007/978-3-030-49932-7_97
Rakap, S., Balikci, S., & Kalkan, S. (2018). Teachers’ knowledge about autism spectrum disorder: The case of Turkey. Turkish Journal of Education, 7(4), 169–185. https://doi.org/10.19128/turje.388398
Rao, Shaila, M., & Gagie, B. (2006). Learning Through Seeing and Doing?: Visual Supports for Children With Autism. Teaching Exceptional Children, 1998, 26–33.
Sanz-Cervera, P., Fernandez-Andres, M. I., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2018). The effectiveness of teacch intervention in autism spectrum disorder: A review study. Papeles Del Psicologo, 39(1), 40–49. https://doi.org/10.23923/pap.psicol2018.2851
Shkeer, A. S., & Awang, Z. (2019). Exploring the Items for Measuring the Marketing Information System Construct: an Exploratory Factor Analysis. International Review of Management and Marketing, 9(6), 87–97. https://doi.org/10.32479/irmm.8622
Shminan, A. S., Adzani, R. A., Sharif, S., & Lee, N. K. (2017). AutiPECS: Mobile based learning of picture exchange communication intervention for caregivers of autistic children. 1st International Conference on Computer and Drone Applications: Ethical Integration of Computer and Drone Technology for Humanity Sustainability, IConDA 2017, 2018-Janua, 49–54. https://doi.org/10.1109/ICONDA.2017.8270398
Shminan, A. S., Choi, L. J., & Sharif, S. (2020). AutiTEACCH: Mobile-based Learning in a Structured Teaching Approach for Autistic Children Caregivers. Proceedings - 2nd International Conference on Informatics, Multimedia, Cyber, and Information System, ICIMCIS 2020, 259–264. https://doi.org/10.1109/ICIMCIS51567.2020.9354288
Tan, E. H. F., & Mohamad, Z. S. (2019). Early intervention services for special needs children: An exploration of the effectiveness of early special education in Malaysia. Psychological Research and Intervention, 2(1), 11–20. https://doi.org/10.21831/pri.v2i1.24526
Taryadi, T. (2018). Improved communication skills of children with Autism Spectrum Disorder using Augmented Reality based on PECS (Picture Exchange Communication System). Jaict, 3(2), 1–8. https://doi.org/10.32497/jaict.v3i2.1338
Uzunboylu, H., & Ozcan, D. (2019). Teaching methods used in special education: A content analysis study. International Journal of Cognitive Research in Science, Engineering and Education, 7(2), 99–107. https://doi.org/10.5937/IJCRSEE1902099U
(Ramli & Bakar, 2024)
Ramli, M. S., & Bakar, N. A. (2024). Exploratory Factor Analysis on the Measurement Model of the Augmented Reality Applications with PECS and TEACCH Methods for Special Needs Children. International Journal of Academic Research in Business and Social Sciences, 14(8), 1529–1539.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode