设计一个用于评估使用增强现实技术区分相似字母的工具

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
D. Almaleki
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引用次数: 0

摘要

本研究旨在评估教师对使用增强现实技术形成心理可视化来区分相似字母的学习困难的态度。研究样本包括153名教师。结果表明,教师的态度是积极的,因为它创造了一个支持性的环境,以促进有学习困难的人的学习过程,除了他们希望提供设备和培训计划,帮助他们使用增强现实技术来教学有学习障碍的人。此外,由于性别、学历、工作年限和使用增强现实技术等变量,没有统计学上的显著差异。此外,由于亚专科的变量,差异有统计学意义。然而,与学习困难相关的其他专业的教师比学习困难专家有更积极的态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing a Tool for Evaluating Employing Augmented Reality Technology to Distinguish between Similar Alphabets
The study aimed to evaluate the attitudes of learning difficulties of teachers towards employing augmented reality technology in the formation of mental visualization to distinguish between similar alphabets. The study sample consisted of 153 teachers. Results identified that there is a positive attitude among teachers, as it creates a supportive environment to facilitate the learning process of people with learning difficulties, in addition to their desire to provide equipment and training programs that would help them employ Augmented Reality Technology in teaching people with learning disabilities. Furthermore, there are no statistically significant differences due to the variables of gender, academic qualification, years of experience and using Augmented Reality Technology. Moreover, there are statistically significant differences due to the variable of sub-specialty. However, teachers with other specializations associated with a diploma in learning difficulties have a more positive attitude than specialists in learning difficulties.
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来源期刊
International Journal of Educational Sciences
International Journal of Educational Sciences EDUCATION & EDUCATIONAL RESEARCH-
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