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IJIET 2024 Vol.14(12): 1698-1705
doi: 10.18178/ijiet.2024.14.12.2200

Evaluating the Effectiveness of an Enhanced Intervention Model Using Augmented Reality Approach: A Structural Equation Modeling

Mohamad Suhaimi Ramli and Norsuhaily Abu Bakar*
Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Kuala Nerus, Malaysia
Email: rmohamadsuhaimi@gmail.com (M.S.R.); norsuhaily@unisza.edu.my (N.A.B.)
*Corresponding author

Manuscript received August 1, 2024; revised September 6, 2024; accepted September 18, 2024; published December 11, 2024

Abstract—Augmented Reality (AR) is one of the interactive applications that has been acknowledged as a powerful way to improve the user experience. In recent years, research on AR as an educational intervention among children with special needs has significantly increased. Therefore, this quantitative research design aims to evaluate the effectiveness of an enhanced intervention model using Augmented Reality approach among children with special needs in Malaysia. Using a stratified random sampling approach, a set of adapted questionnaires were randomly distributed to 381 respondents among parents and teachers of special needs children in both pre-test and post-test measures. This study was conducted based on Technology Acceptance Model (TAM) as the theoretical framework. Prior to Structural Equation Modeling (SEM), Exploratory Factor Analysis (EFA) was conducted on pilot study data and Confirmatory Factor Analysis (CFA) was conducted on field study data. Through IBM-SPSS Amos version 24.0, the pre-test and post-test of field study data were analyzed using standardized, unstandardized regression analysis, and hypothesis testing of SEM to validate the hypothesized relationships and measure the effectiveness of the enhanced intervention model. The significant direct effect of AR applications with the Picture Exchange Communication System (PECS) and Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) methods on the intention to use construct in post-test measure of unstandardized regression weight indicates the effectiveness of the enhanced intervention model among children with special needs. This study highlights the potential of AR with PECS and TEACCH methods as an educational tool in special education needs interventions and suggesting directions for future research as well as practical applications in enhancing learning outcomes.

Keywords—augmented reality, special needs, educational intervention, structural equation modeling, confirmatory factor analysis, exploratory factor analysis, regression

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Cite: Mohamad Suhaimi Ramli and Norsuhaily Abu Bakar, "Evaluating the Effectiveness of an Enhanced Intervention Model Using Augmented Reality Approach: A Structural Equation Modeling," International Journal of Information and Education Technology vol. 14, no. 12, pp. 1698-1705, 2024.


Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Jon-Chao Hong
  • Managing Editor: Ms. Nancy Y. Liu
  • E-mail: editor@ijiet.org
  • Abstracting/ Indexing: Scopus (CiteScore 2023: 2.8), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • Article Processing Charge: 800 USD

 

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